Coping with emotionally challenging expectations : Japanese beginning teachers and their relationships with students’ parents’
Lassila, Erkki T.; Estola, Eila; Kelchtermans, Geert; Uitto, Minna (2021-05-26)
Erkki T. Lassila, Eila Estola, Geert Kelchtermans & Minna Uitto (2021) Coping with emotionally challenging expectations: Japanese beginning teachers and their relationships with students’ parents’, Teachers and Teaching, 27:5, 423-437, DOI: 10.1080/13540602.2021.1933417
© 2021 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript version of the following article, accepted for publication in Teachers and Teaching. Erkki T. Lassila, Eila Estola, Geert Kelchtermans & Minna Uitto (2021) Coping with emotionally challenging expectations: Japanese beginning teachers and their relationships with students’ parents’, Teachers and Teaching, 27:5, 423-437, DOI: 10.1080/13540602.2021.1933417. It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
https://creativecommons.org/licenses/by-nc-nd/4.0/
https://urn.fi/URN:NBN:fi-fe2021122262935
Tiivistelmä
Abstract
This article examines emotionally challenging expectations in the relationships beginning teachers have with students’ parents. The data consist of narrative interviews with 17 Japanese beginning teachers. Due to strong cultural and social norms prescribing appropriate social interactions, Japanese teachers have little leeway in negotiating parents’ expectations. We found that beginning teachers described facing three emotionally challenging expectations in their relationships with students’ parents: 1) they do not fully understand what is expected of them; 2) they are expected to turn to colleagues for help with difficult issues involving parents; and 3) they are expected to endure and learn from criticism. To cope with these emotionally challenging expectations, beginning teachers perform emotional labour. The article presents a wider understanding of teachers’ work as a relational practice and offers insights that can be used to move beyond the discourse that frames beginning teachers from a ‘deficit’ perspective.
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