Methodological advances in research on emotion and education pages:31-42
Using autobiographical reflection, Kelchtermans presents the
narrative-biographical perspective on teacher development both as a theoretical stance and a methodology) and explains how his research on the emotions in teaching is rooted in that work with teachers’ career stories. Concluding he argues for the relevance and power of this perspective in research on emotions in teaching. First it allows to unravel the intertwinement of the emotional dimension with political, moral and technical dimensions in teaching. Second, it grounds the author’s claim about vulnerability as a structural characteristic of teaching. Next the perspective deepens our understanding of teachers’ emotional reactions (e.g. resistance) to educational innovation. It further provides legitimacy for non- instrumental discourses for teachers to think and talk about their job experiences (challenging the increasing hegemony of performativity discourses in education).
Finally working with teachers’ narratives explains the particular coping strategies teachers develop to deal with the emotional in their work.