University Teachers’ Professional Identity Work and Emotions in the Context of an Arts-Based Identity Coaching Program
Vähäsantanen, Katja; Hökkä, Päivi Kristiina; Paloniemi, Susanna (2020). University Teachers’ Professional Identity Work and Emotions in the Context of an Arts-Based Identity Coaching Program. In McKay, Loraine; Barton, Georgina; Garvis, Susanne; Sappa, Viviana (Eds.) Arts-Based Research, Resilience and Well-being Across the Lifespan. Cham: Palgrave Macmillan, 233-256. DOI: 10.1007/978-3-030-26053-8_13
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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.