Notes on
Tickle, L (1991) 'New teachers and the emotions
of learning teaching'. Cambridge Journal of
Education, 0305764X, Nov91, Vol. 21, Issue
3 [ecopy so no page numbers)]
Dave Harris
Teacher emotions and their connections with stress
and burnout are now seen as a serious professional
and economic problem.The usual response of
alleviating immediate trauma is inadequate -
-emotions are central to teaching. Teacher
education should focus on them as well as on the
usual competences,knowledge and skills. Personal
qualities have also been seen as crucial but have
been crudely operationalized as requirements for
candidates such as "personal and intellectual
qualities suitable for teaching, and their
physical and mental fitness to teach" (DES, 1989,
para. 7.1). Emotions have been ignored, and should
be the focus of teacher education as well,.
Five new teachers were recruited as a research
group and they discussed their experiences during
one year.They decided the topics although they
knew the point of the project was to tap their
experiences as new teachers, especially to
consider the role of reflective practice, and do
action research. Transcripts were kept.
They recognized the notion of reflection in- and
on- actions, and adopted a problem-solving
stance.They showed qualities of ‘confidence,
perceptiveness, energy, insight, commitment,
perseverance, will, the capacity to analyze
situations, and so on’. They saw decision-making
as ‘mental gymnastics’, a confrontation with
‘situational anarchy’.They monitored and
reflected, worried about doing the right
thing.They experienced emotions consequent on
being novices having to go through it and gain
experience.
‘The experiences of the emotions were as volatile
and unpredictable as the experiences of gaining,
using and reviewing technical and clinical
competences’. Conventional literature talks about
reality shock and surviving, but there was more
complexity. They experienced ‘Excitement and
elation as well as anxiety and anger, satisfaction
and success as well as fear of failure’ and
‘Feelings fluctuated erratically; contrasting ones
sometimes co-existed; at times they were
controllable and controlled; at other times they
seemed unstable and explosive’.
Emotions did affect competences. Managing emotions
became a central topic, and that became a turning
point. Early anxieties were eventually coped with
and this produced satisfaction as adequacy of
reponses became apparent, but ‘emotions were
experienced as an agglomeration which was
sometimes difficult to unscramble….[with]… many
high points of excitement, satisfaction and
pleasure, attested to by extensive data.
Experience was ‘conditioned as much by
emotional responses to events as by the
`technical' and `clinical' skills and qualities per
se’ as one critical incident indicated [a
naughty pupil was challenged for being late and in
the process fainted - -she had to have medical
treatment. The teacher stayed calm but felt guilty
afterwards about being too harsh]
Students developed a perception of themselves and
their performance.Some had learned to relax and be
less irritable. These were individualistic
but also ‘common’ and there was common sympathy,
which shows the importance of a support group.They
confided they had all had ups and downs and could
share their experiences [lots of transcribed data]
All this is clearly part of ‘mapping’ learning,
handling lots of experiences and dealing with
unexpected emotional responses Having experience
helped these teachers analyse not just their
comeptences but their ‘emotional “self”’. Their
reflections formed a ‘de facto’ curriculum in
emotional learning to accompany the official one
on competences.
As experience developed and people survived, they
noted occasional bad patches.They were expecting
more of themselves at this stage and got emotional
if their new competence was still inadequate.
Emotional highs were also possible. Responses
stabilized, including emotinal ones, and
management became more self-conscious. This led to
more risk-taking with teaching strategies – but
this also led to new emotional upheavals
Managing emotions is another dimension compared to
the official emphasis on surviving and coping with
bouts of suffering as a rite of passage. What is
required is a more dynamic notion of the self,
based on symbolic interactionism (for Nias). The
emotions need more study. Peter’s work [on the
stages of emotional development in adult students
-- dogmatism, uncertainty, relativism, then
justified commitments] might be useful. We
need a curriculum for the emotions rather than
letting students self-construct one which might be
‘ad hoc’ {this would also define a humanistic
profession for Tickle], to build on earlier work
stressing the need for teachers to become
‘self-actualising’, displaying ‘confidence,
intellect, imagination and will, to improve
problematic aspects of the task of teaching.’. It
should be based on Stenhouse-type action research,
and Schon – reflection, improved understanding of
emotions, although a clear input at the start
would have helped.
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