A1 Journal article (refereed)
Emotion Regulation and Identity Negotiation : A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background (2021)

Pappa, S., & Hökkä, P. (2021). Emotion Regulation and Identity Negotiation : A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background. The Teacher Educator, 56(1), 61-82. https://doi.org/10.1080/08878730.2020.1785069

JYU authors or editors

Hökkä, Päivi

Publication details

All authors or editors: Pappa, Sotiria; Hökkä, Päivi

Journal or series: The Teacher Educator

ISSN: 0887-8730

eISSN: 1938-8101

Publication year: 2021

Publication date: 02/01/2021

Volume: 56

Issue number: 1

Pages range: 61-82

Publisher: Routledge

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1080/08878730.2020.1785069

Publication open access: Not open

Publication channel open access:

Abstract

This study explores the connection between emotion regulation and teacher identity by drawing on short stories present in interviews with four Finnish language teachers working with immigrant pupils. The selected short stories focused on negative emotions and were analyzed using Barkhuizen’s (2016) proposed narrative analysis method. The findings showed that the most important emotion regulation strategy was cognitive change and that teachers redefined, strengthened, conformed or aligned their teacher identity. This study argues for emotions as essential to teachers’ sense of self as professionals and a perspective from which to view how teachers understand their professional identity.

Keywords: language teachers; native language teachers; professional identity; emotions; negativity; teacher-pupil relationship; cultural competence; school children; immigrant background