Early career teachers’ emotional experiences and development – a Norwegian case study

Abstract

Emotional experiences that are an integral part of the process of becoming teachers have been insufficiently explored in the research literature. The early experiences of three new teachers in a Norwegian upper secondary school are analysed using a collective case‐study design and a socio‐cultural theoretical framework. Emotions arising in the classroom and in collaboration with colleagues are focused on, as well as how emotions are communicated. Data illuminate differing ways of adjusting to the emotional conventions at work, which in turn affect early career teachers’ (ECT) experiences of emotional labour. The study also shows how emotions are neglected in teachers’ work in general; that the emotional part of their teaching practice is less well communicated and that their emotions are not used for development and learning. Consequently, the ECTs, as well as other teaching staff, are cut off from an important basis for knowledge and growth. Finally, the study reveals that the school’s organisational structures are not receptive to ECTs’ experiences and competence and makes recommendations as to how emotions as a positive source of ECT development and learning may be fostered.