Abstract
I discuss teaching as emotional practice and how that practice is tied to teacher identities. My focus in this chapter is on the first stage of professional induction – the student-teaching experience and how teachers communicate emotions. In other words, I explore the question: what emotions are “appropriate,” and when should they be expressed? I argue that it not unusual for college supervisors and cooperating teachers to empathize with student teachers’ emotions, but assume their emotions can be adjusted with reason or easily ignored. Attempts to separate emotions from or to join them with teaching practice have implications for teacher identity and development. Through a synthesis of these related bodies of literature with examples from my own research on student teachers’ emotional experiences, I examine some of the possible trajectories for new teachers as they enter the emotional practice of teaching.
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Meyer, D.K. (2009). Entering the Emotional Practices of Teaching. In: Schutz, P., Zembylas, M. (eds) Advances in Teacher Emotion Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0564-2_5
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DOI: https://doi.org/10.1007/978-1-4419-0564-2_5
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