University Teachers’ Professional Identity Work and Emotions in the Context of an Arts-Based Identity Coaching Program

Abstract
In changing work contexts, there is a critical need to adopt practices that support professional identity work in order to promote individuals’ resilience and well-being at work. This chapter reports on an investigation into professional identity work and emotions in the context of an arts-based coaching program aimed at prompting experienced university teachers to process their professional identities. Since different (un)pleasant emotions emerged during the program, the chapter notably discusses the advantages and pitfalls of using arts-based methods among adults. The findings also contribute to the theoretical understanding of the role of emotions in professional identity processes by revealing professional identity work as an emotional endeavour encompassing both pleasant and unpleasant emotions, such as joy, inspiration, frustration and shame.
Main Authors
Format
Books Book part
Published
2020
Subjects
Publication in research information system
Publisher
Palgrave Macmillan
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202004072701Käytä tätä linkitykseen.
Parent publication ISBN
978-3-030-26052-1
Review status
Peer reviewed
DOI
https://doi.org/10.1007/978-3-030-26053-8_13
Language
English
Is part of publication
Arts-Based Research, Resilience and Well-being Across the Lifespan
Citation
  • Vähäsantanen, K., Hökkä, P. K., & Paloniemi, S. (2020). University Teachers’ Professional Identity Work and Emotions in the Context of an Arts-Based Identity Coaching Program. In L. McKay, G. Barton, S. Garvis, & V. Sappa (Eds.), Arts-Based Research, Resilience and Well-being Across the Lifespan (pp. 233-256). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-26053-8_13
License
In CopyrightOpen Access
Funder(s)
Research Council of Finland
Funding program(s)
Academy Project, AoF
Akatemiahanke, SA
Research Council of Finland
Additional information about funding
This work was supported by the Academy of Finland under Grant number 288925 [The Role of Emotions in Agentic Learning at Work].
Copyright© The Author(s) 2020

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