The sense of inadequacy and uncertainty arising from teacher work: Perspectives of pre- and in-service teachers

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Minna Körkkö , Sonja Lutovac , Satu-Maarit Korte
{"title":"The sense of inadequacy and uncertainty arising from teacher work: Perspectives of pre- and in-service teachers","authors":"Minna Körkkö ,&nbsp;Sonja Lutovac ,&nbsp;Satu-Maarit Korte","doi":"10.1016/j.ijer.2024.102410","DOIUrl":null,"url":null,"abstract":"<div><p>This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncertainty about whether they can meet society's expectations of teachers. This phenomenon has been studied before, but most relevant research has addressed pre- and in-service teachers separately; hence, the commonalities and differences between these groups have been ignored. The present study focuses on Finnish pre- and in-service teachers’ experiences of inadequacy and uncertainty in teacher work. The data consist of 37 pre-service teachers’ and 21 in-service teachers’ written narratives on teacher work. Narrative categorical analysis resulted in four conceptual categories: 1) the sense of inadequacy and uncertainty stemming from the nature of teacher work, 2) the sense of inadequacy and uncertainty stemming from a lack of concreteness in teacher education, 3) the sense of inadequacy and uncertainty stemming from not fulfilling societal ideals of a proper teacher, and 4) coping with inadequacy and uncertainty. The second and third categories were found only among pre-service teachers. The findings suggest that feelings of inadequacy and uncertainty arise from various interacting factors, including the solitary nature of teaching responsibilities, heavy workloads, and the demands imposed by the national curriculum. The pre-service teachers had a realistic understanding of the demands and responsibilities of teaching. The in-service teachers’ experiences related more closely to the actual concrete practices of teachers’ everyday work, whereas the pre-service teachers’ concerns were more general. The implications for the development of initial and in-service teacher education are discussed.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088303552400096X/pdfft?md5=80cba310033884e4d6461989077cc6b4&pid=1-s2.0-S088303552400096X-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S088303552400096X","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncertainty about whether they can meet society's expectations of teachers. This phenomenon has been studied before, but most relevant research has addressed pre- and in-service teachers separately; hence, the commonalities and differences between these groups have been ignored. The present study focuses on Finnish pre- and in-service teachers’ experiences of inadequacy and uncertainty in teacher work. The data consist of 37 pre-service teachers’ and 21 in-service teachers’ written narratives on teacher work. Narrative categorical analysis resulted in four conceptual categories: 1) the sense of inadequacy and uncertainty stemming from the nature of teacher work, 2) the sense of inadequacy and uncertainty stemming from a lack of concreteness in teacher education, 3) the sense of inadequacy and uncertainty stemming from not fulfilling societal ideals of a proper teacher, and 4) coping with inadequacy and uncertainty. The second and third categories were found only among pre-service teachers. The findings suggest that feelings of inadequacy and uncertainty arise from various interacting factors, including the solitary nature of teaching responsibilities, heavy workloads, and the demands imposed by the national curriculum. The pre-service teachers had a realistic understanding of the demands and responsibilities of teaching. The in-service teachers’ experiences related more closely to the actual concrete practices of teachers’ everyday work, whereas the pre-service teachers’ concerns were more general. The implications for the development of initial and in-service teacher education are discussed.

教师工作带来的不足感和不确定性:职前和在职教师的观点
本研究基于这样一种理念,即近几十年来,教师工作发生了迅速变化。世界各地的教师都面临着需求各异的学生,以及实际教学之外的更多工作。因此,教师工作变得更加复杂和繁重,在职教师普遍感到工作压力大,特别是不同的人际关系。与此同时,职前教师也会感到自己的不足,不知道自己能否满足社会对教师的期望。这种现象以前也有人研究过,但大多数相关研究都是把职前教师和在职教师分开来研究的,因此忽略了这两个群体之间的共性和差异。本研究主要关注芬兰职前和在职教师在教师工作中的不足和不确定性体验。研究数据包括 37 名职前教师和 21 名在职教师关于教师工作的书面叙述。叙事分类分析得出了四个概念类别:1) 源于教师工作性质的不充分感和不确定感;2) 源于教师教育缺乏具体内容的不充分感和不确定感;3) 源于未能实现社会对合格教师的理想的不充分感和不确定感;4) 应对不充分感和不确定感。第二类和第三类只出现在职前教师中。研究结果表明,不足感和不确定感是由各种相互作用的因素造成的,包括教学工作的孤独性、繁重的工作量和国家课程的要求。职前教师对教学的要求和责任有着现实的理解。在职教师的经验更贴近教师日常工作的实际具体做法,而职前教师的关注点则较为笼统。本报告讨论了对初始和在职教师教育发展的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
文献相关原料
公司名称 产品信息 采购帮参考价格
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信