The Emotional Work of Being a Teacher Educator and Persisting Through a Pandemic

Authors

Jennifer L. Snow, Boise State UniversityFollow
Cheryl Dismuke, Boise State UniversityFollow
Hannah Carter, Boise State UniversityFollow
Angel'n Larson, Boise State UniversityFollow
Stefanie Holloway, Boise State University

Document Type

Article

Publication Date

6-2023

Abstract

Dunbar and Baker (2014) identify the personal experiences of teaching as “emotional labor” based on Hargreaves (1998) “emotional practice” of teaching. We engaged in a collaborative self-study investigating the emotional work of teacher educators during a global pandemic. We examined the role of liaison in our context - university faculty working to support teacher candidates in school placements for a “professional year.” Liaisons serve in “boundary crossing” (Akkerman & Bakker, 2011) roles and negotiate stressors within multi-membership across contexts. The development of teacher educators would benefit from explicit attention to care, relationships, and negotiating boundaries in sites of clinical practice.

Publication Information

Snow, Jennifer L.; Dismuke, Cheryle; Carter, Hannah; Larson, Angel'n; and Holloway, Stefanie. (2023). "The Emotional Work of Being a Teacher Educator and Persisting Through a Pandemic". Teaching and Teacher Education, 127, 104098. https://doi.org/10.1016/j.tate.2023.104098