Melissa Newberry

Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. Based on this research, the development of teacher identities and beliefs commence during childhood. Yet studies have depended on reflection rather than the actual accounts children provide concerning their emerging development of teacher identities and beliefs from their perspective. This study uses qualitative methods. Through the analysis of focus groups and individual interviews findings about the identities and beliefs held by fifth-grade students who plan to become teachers emerged. Revealing the early developing identities of future teachers provides necessary insight into the emerging curricular needs of teacher education programs.

Challenges to teaching in the post-Covid classroom plagued schools across the globe. This qualitative study followed two middle-school teachers in a charter school located in the Western United States to identify the changes to classroom teaching and their effects on the classroom environment through the first year of teaching after the 2020 shutdown. Changes came from state mandates, local administration, and teachers own adjustments. Findings identified three categories of changes to schools, all with pros and cons. However, evidence suggest that increased autonomy, resources and support for teachers work improved their ability to be prepared, focused, and effective. Implications for the profession of teaching are discussed, with an emphasis on autonomy, support and trust of teachers as professionals.

Relationships formed in and around schools have long-lasting effects on the developing teen. Every relationship communicates messages of belonging, esteem and safety that can help or hinder youth in the journey toward healthy adulthood. Beyond peers, adult interaction with adolescents influence the exploration of healthy autonomy, intimacy and identity development.

Self-compassion is emerging as a method to support teachers dealing with the stress of teaching. In this qualitative study, the authors investigate the ways in which self-compassion already exists in the teaching context and in what ways self-compassion intersects with emotion regulation. Teachers shared critical incidents of unsatisfactory outcomes in their teaching. Through a priori coding and I-poems, the authors found self-compassion present before the resolution, after the resolution and even used <i>as</i> the resolution to conflict in those unsatisfactory critical incidents, indicating the usefulness of self-compassion as a method of emotion regulation. The earlier the use of self-compassion, the more quickly emotional recovery occurred. Implications for teacher education are the need for explicit teaching, practicing, and encouragement of self-compassion as an important element in pre-service and in-service teacher development and resilience in the profession.

Although the emotion work of teaching has been part of the conversation for more than 30 years, it remains a side conversation, as sort of an afterthought to academics and the accepted mainstream point of teaching and learning. In this chapter, we reflect on what has occurred in the field in the decade since our book <i>Emotion in school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning</i> was published. We approach the topic through a lens of tensions that we perceive occurring in the field. Emotions in schools, for the most part, remain the hidden curriculum in that in many ways emotions are still downplayed in the classroom and have no space in teacher preparation programs. Teachers, students, administrators, and teacher educators alike are left to deal with the tensions that confront them that educational researchers have yet to resolve tensions related to measurement (what are we measuring and why), related to how we define emotion and tensions related to practice. In this short chapter we do not have the space to address all tensions that might arise; we have chosen a few to provoke conversation and thoughts about where the field may go from here. Suggestions for beginning teachers and research for teacher preparation are offered

This year-long qualitative study follows a new teacher, who had<br>self-identified as a positive person, through her first year in the<br>classroom to explore the ways in which she maintained that disposition in the face of the difficulties that the work of teaching<br>entails. Using a lens of emotion states and traits, we catalogued<br>several different strategies this teacher used to return to her positive emotion trait. A close examination of the data through I-Poems revealed that the very strategies she used were a type of avoidance from situations that produced uncomfortable emotion states. This avoidance contributed to a false sense of positivity, a dissonant between the teachers reported experiences and her perceived sense of self, gradually leading to burnout. The focus on maintaining her desired emotion trait distracted from the need to process her emotional experiences to improve her practice. Implications for teaching and teacher education are discussed.

In this self-study, a teachers in the moment recordings of emotional episodes were analyzed with the help of a critical friend, leading to the discovery of patterns of emotional responses. Initial emotional responses often covered up deeper emotional issues that implicated the teaching self. After dialog with a critical friend, those issues were recognized and contextualized, resulting in greater understanding of self that led to change in approach to future emotional episodes, leading to better classroom environments. Acknowledging deeper emotional issues empowered the teacher to manage herself and students with more emotionally healthy methods.

This study examined how our non-personhood experiences (NPHEs) contributed to our teacher educator identity process. We took up exploration of these experiences, which were very painful for us, not as entre into victimhood, but because we wanted to learn something about how, in the face of such experiences, we could engage with these troubling interactions in order to renew our commitment to our work as teacher educators in the academe. During the analysis process, we considered our stories along four overlapping dimensions (1) our Selves in our own story, 2) others in the story, 3) colleagues not in the story, and 4) non-colleagues and others not in the story. A framework for looking at our NPHEs resulted that allows teacher educators to attend to students needs while simultaneously reasserting their own teacher educator identities in more honest and vulnerable ways. Analyzing NPHEs has the potential to help teacher educators engage and invite students to recognize teacher educators personhood and therefore better position them to recognize the personhood of their future students.

In this systematic review, we explore the contribution of S-STEP research to the larger conversations in teacher education research. We seek to synthesize the assertions for action and understanding that have emerged in response to the Zeichner paradox (Berry & Loughran, 2004), identifying how S-STEP methodology integrates with other research on teacher education, and the unique contributions it is poised to make. This project reviews and synthesizes evidence that S-STEP research can and does contribute to the empirically-based knowledge of teacher education. In this review of studies reported in <i>Studying Teacher Education, </i>we explore the knowledge contributions of S-STEP to the field of teacher education and integrate the results of S-STEP studies with other research on teacher education.

While many studies have documented the importance of supportive student?teacher relationships, particularly during
students? formative education experiences, few studies have systematically examined teachers? conceptions of their
relationships. The purpose of this project was to examine elementary school teachers? conceptions of closeness using a
structured interview protocol. Participants included three Caucasian teachers from the United States. Specifically, as part of the protocol, teachers were asked to (1) rate their feelings of closeness for each of the students in their class, (2) describe each relationship, (3) identify patterns of interpersonal closeness and distance across their class, and (4) talk about their understanding of what it means to be close to students. Findings were organised into a grounded model of teacher
closeness in which teachers described how their feelings of closeness to students were related to five different teacher?s
approach orientations. Teachers? approach orientations may have important implications for the way in which children in
the class are privileged or marginalised by their teacher relationship.