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CLIL teachers in Finland : The role of emotions in professional identity negotiation

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Pappa, S., Moate, J., Ruohotie-Lyhty, M., & Eteläpelto, A. (2017). CLIL teachers in Finland : The role of emotions in professional identity negotiation. Apples : Journal of Applied Language Studies, 11 (4), 79-99. doi:10.17011/apples/urn.201711144252
Published in
Apples : Journal of Applied Language Studies
Authors
Pappa, Sotiria |
Moate, Josephine |
Ruohotie-Lyhty, Maria |
Eteläpelto, Anneli
Date
2017
Discipline
AikuiskasvatustiedeKasvatustiedeKasvatustiedeVieraat kielet
Copyright
© The Author(s). Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.

 
Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education. ...
Publisher
Centre for Applied Language Studies, University of Jyväskylä
ISSN Search the Publication Forum
1457-9863
Keywords
opettajat tunteet identiteetti vieraskielinen opetus ammatillinen kehitys teachers emotions identity identity negotiation Content and Language Integrated Learning CLIL Finnish primary education professional identity
DOI
10.17011/apples/urn.201711144252
URI

http://urn.fi/URN:NBN:fi:jyu-201711174286

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