From anxiety to enthusiasm: emotional patterns among student teachers

Eu opEan Jou nal o TEachE EducaTion, 2017 Vol. 40, no. 4, 447–464 h ps://doi.o g/10.1080/02619768.2017.1349095 F om anxie y o en husiasm: emo ional pa e ns among s uden eache s Hen ika An ilaa, Ki si Pyhäl öb,c, Tiina Soinie and Janne Pie a inend adepa men o Beha iou al Sciences, uni e si y o helsinki, helsinki, inland; b acul y o Educa ional Sciences, uni e si y o oulu, oulu, inland; c acul y o Beha iou al Sciences, uni e si y o helsinki, helsinki, inland; dSchool o applied Educa ional Science and Teache Educa ion, uni e si y o Eas e n inland, Joensuu, inland; e acul y o Educa ion, uni e si y o Tampe e, Tampe e, inland ABSTRACT S udying o become a eache is a highly emo ional expe ience. Ne e heless, li le is known abou emo ional pa e ns and emo ional change. The aim o his s udy is o enhance he unde s anding o s uden eache s’ academic emo ions by explo ing pa e ns o emo ions expe ienced in emo ionally loaded episodes. A o al o 19 p ima y school s uden eache s we e in e iewed. The quali a i e con en analysis e ealed i e di e en emo ional pa e ns: posi i e, nega i e, ascending, descending and changing. Mos o he emo ional pa e ns we e posi i e o changing in na u e. Ye all he emo ional pa e ns we e highly ocused on s udying and lea ning. Mo eo e , he pa e ns we e expe ienced equally in sho , medium-leng h and long episodes. Ou s udy showed ha emo ional pa e ns we e igge ed by a ious ask- ela ed elemen s o eache educa ion: mos commonly, ul illed o un illed expec a ions, su icien o insu icien abili ies, and expe iences o social suppo ecei ed o no ecei ed. 1. In oduc ion The e is e idence ha s udying o become a eache is an emo ional expe ience (An ila e al. 2016). S uden eache s ha e epo ed expe iencing a numbe o emo ions du ing hei s udies anging om en husiasm o disappoin men (Timoš šuk and Ugas e 2012). Posi i e ac i a ing emo ions ha e been associa ed wi h good academic pe o mance among s uden eache s (e.g. Ke onen and Lonka 2012), whe eas nega i e deac i a ing emo ions such as bo edom a e sugges ed o be de imen al o lea ning (Goe z e al. 2014). Emo ions also appea o a y depending on he con ex and he objec o he ac i i y (A e ill 1980). The implica ion is ha s uden eache s’ emo ions e ol e and un old o e ime (Sonnemans and F ijda 1994) depending on he ac i i y in which hey a e engaged. Ne e heless, su p isingly li le is known abou he kinds o emo ional pa e ns, comp ising a se o disc e e emo ions igge ed by a si ua ion o ask a hand and ollowed by each o he , ha s uden eache s expe ience in hei s udies. An emo ional pa e n consis s o a minimum o wo disc e e emo ions ac i a ed by a si ua ion o ask a hand du ing an © 2017 The au ho (s). published by in o ma uK limi ed, ading as Taylo & ancis G oup. This is an open access a icle dis ibu ed unde he e ms o he c ea i e commons a ibu ion-noncomme cial-node i a i es license (h p://c ea i ecommons.o g/licenses/by-nc-nd/4.0/), which pe mi s non-comme cial e-use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed, and is no al e ed, ans o med, o buil upon in any way. KEYWORDS academic emo ions; emo ional pa e ns; igge s; s uden eache s; eache educa ion ARTICLE HISTORY ecei ed 12 decembe 2016 accep ed26 June 2017 CONTACT hen ika an ila [email p o ec ed] OPEN ACCESS Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017 448 H. ANTTILA ET AL. academic ac i i y such as cou sewo k o eaching p ac ice eedback session. Mo eo e , he e is a lack o esea ch on how and why s uden eache s’ emo ions and emo ional pa e ns e ol e o e ime (Pek un and Linnenb ink-Ga cia 2014). The e is a need o enhance he unde s anding o u u e eache s’ emo ional pa e ns, no leas because emo ions expe i- enced du ing hei eache educa ion a e likely o a ec no only hei lea ning, bu also hei expe iences as in-se ice eache s (e.g. Becke e al. 2014; E en 2013; Rowe, Fi ness, and Wood 2015). Mo eo e , accumula ing knowledge abou emo ional pa e ns will acili a e he de el- opmen o lea ning en i onmen s in which s uden eache s can lou ish. To gain a be e unde s anding o s uden eache s’ academic emo ions, he p esen in es iga ion ocuses on add essing he ollowing ques ions: (1) Wha kinds o emo ional pa e ns can be iden i ied among p ima y school s uden eache s? (2) Wha kind o a ia ion is he e in e ms o pa e n du a ion? (3) Wha igge s hese emo ional pa e ns? 2. Theo e ical amewo k 2.1. S uden eache s’ academic emo ions Academic emo ions e e o a se o emo ions ha a e expe ienced while engaging in aca- demic ac i i ies: ypically s udying, eaching and lea ning (Pek un e al. 2002). They a e sho -li ed and in ense ac i e s a es ha a ise in esponse o a pa icula s imulus (e.g. Do and Schalle 2004). S udying o become a eache is an emo ional expe ience ha en ails bo h posi i e and nega i e emo ions (An ila e al. 2016; Bloom ield 2010; Malde ez e al. 2007). S uden eache s’ academic emo ions ha e been shown o a y (Timoš šuk and Ugas e 2012) in e ms o bo h alence, e e ing o he posi i e o nega i e cha ge, and a ousal, e e ing o s a es o physiological ac i a ion (Ba e and Russell 1998; Kleine e al. 2005; Pek un 2006, 2011). In he li e a u e, en husiasm, hope, p ide and admi a ion ha e been iden i ied as posi i e ac i a ing emo ions, whe eas ange , anxie y, shame and en y a e de ined as nega i e ac i a ing emo ions. The posi i e and nega i e ac i a ing emo ions cause high le els o a ousal (Kleine e al. 2005). On he o he hand, posi i e emo ions such as elie and nega i e emo ions such as disappoin men , exhaus ion, loneliness and bo edom a e pe cei ed as deac i a ing due o he low in ensi y o hei physiological emo ional eac- ion. Nega i e emo ions, such as sadness, a e p oposed o be neu al in e ms o a ousal since hey a e no pa icula ly ac i a ing o deac i a ing by na u e (Linnenb ink 2007). Sa is ac ion, app ecia ion and belonging, on he o he hand, a e ypically de ined as posi i e neu al emo ions. Nega i e deac i a ing emo ions such as disappoin men , as well as neg- a i e ac i a ing emo ions such as anxie y, ha e been epo ed o be he mos p e alen emo ions among s uden eache s (An ila e al. 2016; Poulou 2007; Timoš šuk and Ugas e 2012). Howe e , we ecen ly ound ha Finnish s uden eache s equen ly expe ience ac i- a ing posi i e emo ions, pa icula ly en husiasm and in e es , and posi i e neu al emo ions such as sa is ac ion we e also equen ly epo ed (An ila e al. 2016). Academic emo ions a e socially cons uc ed and pe sonally enac ed ways o being ha en ail judgemen s pe aining o pe cei ed success in goal a ainmen (Schu z e al. 2006), and he e o e canno be sepa a ed om he con ex in which hey a e embedded (A e ill 1980). P e ious s udies ha e shown ha aking exams, a ending class, wo king in small g oups and ou side in o mal lea ning en i onmen s igge emo ions in s uden eache s (An ila e al. 2016; Ke onen and Lonka 2012; Li manen e al. 2012). I hus seems ha hese Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017 EUROPEAN JOURNAL OF TEACHER EDUCATION 449 emo ions a ely occu in isola ion, bu a he a ise while engaging in a ious in e ac ions and p ac ices du ing eache s udies. Fo ins ance, eaching p ac ice appea s o be a highly emo ionally loaded expe ience on bo h posi i e and nega i e le els (Malde ez e al. 2007; Timoš šuk and Ugas e 2012; Yeung and Wa kins 2000). Posi i e emo ions end o ela e o in e ac ion wi h pupils, and nega i e emo ions o eache educa o s (Timoš šuk and Ugas e 2012). Howe e , s uden eache s ha e also been ound o expe ience admi a ion o eache educa o s bo h in aining schools and a uni e si y (An ila e al. 2016; Cai es and Almeida 2007). The e is e idence ha he complexi y o social in e ac ions du ing eaching and lea n- ing a e commonly accompanied by in ense emo ional expe iences among in-se ice each- e s (Bahia e al. 2013). I has also been ound ha s uden eache s’ academic emo ions a e dependen on he objec and he quali y o he ac i i y in ques ion (An ila e al. 2016) as well as hei s udy success. Poo academic achie emen is ypically epo ed o cause nega i e ac i a ing emo- ions among s uden eache s (Ke onen and Lonka 2012). In some si ua ions, such emo ions may be a p econdi ion o expe iencing emo ionally op imal s a es, o imp o e s uden s’ a en ion and lea ning capaci y (Go an and Negoescu 2015). Some s udies also imply ha i may be almos impossible o s uden eache s o a ain op imal mo i a ional s a es such as low expe iences wi hou some le el o anxie y (Li manen e al. 2012). Emo ional expe i- ences may esul in di e en kinds o pa e ns depending on he dynamics be ween he s uden and he lea ning en i onmen (Timoš šuk and Ugas e 2012). 2.2. Emo ional pa e ns Emo ions may e ol e and un old o e ime (Sonnemans and F ijda 1994) and can esul in pa icula pa e ns in a gi en si ua ion. Acco dingly, emo ional expe iences do no ypically comp ise one single emo ion, bu a he cons i u e a pa e n o di e en emo ions (Pek un and Linnenb ink-Ga cia 2014). An emo ional pa e n could las om only a ew minu es up o se e al hou s o e en longe (Ve duyn, Van Mechelen, and Tue linckx 2011). S uden eache s’ emo ions may a y widely du ing a ma hs lec u e o eaching p ac ice session, o example. The s uden eache s may, o ins ance, simul aneously expe ience p ide in hei own pe o mance in he lec u e, admi a ion o he lec u e , us a ion wi h o he s uden s’ beha iou and en husiasm o lea ning. The emo ional pa e n is igge ed by a pa icula si ua ion and consis s o a leas wo disc e e emo ions ollowing each o he and o ming a pa e n. Each emo ion ac i a ed by he si ua ion has he capaci y o ec ui o he emo ions (Iza d and Youngs om 1996). Hence, he e ec o he i s emo ion in he pa e n may be minimal be o e o he emo ions come in o play (Iza d e al. 2000). I has been p oposed ha in addi ion o he quali y and in ensi y o disc e e emo ions he impac o an emo ional pa e n is highly dependen on he si ua ional and indi idual a ibu es (see e.g. Becke e al. 2014). Ve duyn e al. (2009), o ins ance, showed ha he du a ion o e e yday emo- ional episodes depends on he in ensi y o he emo ion a he beginning o he episode, and is u he in luenced by pe sonali y and si ua ional ac o s. The e a e also di e ences in du a ion among di e en emo ions: expe ienced g a i ude is ypically sho e li ed han ange , o example, whe eas joy and ea end o be sho e li ed han sadness (B ans e al. 2013; Ve duyn, Van Mechelen, and Tue linckx 2011). I is sugges ed ha emo ional sha ing sho ens he du a ion o he emo ion (B ans e al. 2013). Some emo ions a e mo e commonly sha ed han o he s: expe iences o ange a e mo e equen ly sha ed han ea o sadness, Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017 450 H. ANTTILA ET AL. o example (B ans e al. 2013). S uden eache s ha e been shown o ha e a endency o sha e pa icula ly signi ican bu densome and empowe ing expe iences, en ailing posi i e and nega i e emo ions wi h hei pee s and emo ionally suppo ing each o he (Väisänen e al. 2017). Li manen e al. (2012) u he ound ha nega i e ac i a ing emo ions such as s ess, i i a ion and anxie y we e ypically sha ed mo e equen ly among s uden eache s wo king in g oups han among hose a ending lec u es. This was also common o posi i e ac i a ing emo ions such as in e es and exci emen (Li manen e al. 2012). The e is also e idence ha academic emo ions a e con agious. I has been sugges ed ha eache s’ and s uden s’ emo ions a e ecip oca ed ia emo ional con agion and empa hy (Becke e al. 2014). Empa hy is based on he idea o emo ional con agion, i.e. emphasising o he s uden s’ emo ional s a es. Becke e al. (2014), o ins ance, showed ha eache s’ en husiasm o ange has an impac on and p edic s s uden s’ emo ions in he class oom. An en husias ic eache migh expe ience en husiasm du ing a lesson, which hen has a posi i e impac on lea ning. This implies ha he emo ional pa e ns migh also be sha ed. No only do people ha e a endency o change hei emo ions, hey also p e e o sus ain hei posi i e emo ions and a oid nega i e ones (Tami 2009). In gene al, posi i e emo ions a e conside ed a sou ce o good ou comes and a hallma k o psychological heal h (F ed ickson 1998; G ube , Mauss, and Tami 2011; Janssen, de Hullu, and Tigelaa 2008). Mo eo e , i has been ound ha he p edominance o posi i e emo ions o med while s udying acili a es success ul lea ning and helps s uden s o g asp and assimila e he necessa y knowledge (Go an and Negoescu 2015). The common goal is o maximise he u ili y o he emo ions, and hence o expe ience hose ha os e goal achie emen (Tami 2009). Ne e heless, sho - e m bene i s may ou weigh long- e m ones, and ice e sa (Tami 2009). Acco dingly, s uden eache s should ind a balance be ween hei desi e o immedia e posi i e emo- ional expe iences and wan ing o delay he nega i e ones in o de o a ain hei long- e m goals. Fo ins ance, s uden s equen ly expe ience anxie y while wo king on a di icul ask and his is hus seen as a na u al pa o p oblem-sol ing and success ul lea ning p ocesses. The e o e he long du a ion o a nega i e emo ion is no always p oblema ic o maladap i e i i p omo es he a ainmen o a long- e m goal. I has also been shown ha in some si u- a ions i may e en be mo e p ac ical o main ain a nega i e emo ion han o change i o a posi i e one (Tami 2009). Fo example, nega i e ac i a ing emo ions such as ange may be mo e e ec i e in e ms o s udy p og ess han gene al sa is ac ion, since hey can igge s uden s’ mo i a ion o p o e hemsel es and inc ease hei e o s in s udying, e en ually esul ing in be e achie emen . Mo eo e , posi i e neu al emo ions such as happiness may be coun e p oduc i e when expe ienced oo s ongly o a he w ong ime (G ube e al. 2011). 3. The aim o he s udy The objec i e o he p esen s udy is o enhance unde s anding o s uden eache s’ academic emo ions and he dynamics ha con ibu e o hei expe iences. The ocus is on explo ing emo ional pa e ns expe ienced in emo ionally loaded episodes. The ollowing esea ch ques ions a e add essed: • Wha kinds o emo ional pa e ns can be iden i ied? • Wha kind o a ia ion is he e in e ms o pa e n du a ion? Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017 EUROPEAN JOURNAL OF TEACHER EDUCATION 451 • Wha igge s hese emo ional pa e ns? The s udy is pa o he la ge na ional esea ch p ojec : ‘Lea ning, pedagogical wellbeing and agency in comp ehensi e schools’ (see Soini, Pyhäl ö, and Pie a inen 2010, o mo e de ails). 4. Me hods 4.1. Finnish eache educa ion All p ima y school eache s in Finland mus ha e a Mas e ’s deg ee wi h a majo in ei he applied educa ional sciences o educa ional psychology. They ypically each in g ades 1–6 (pupils be ween 7 and 12 yea s o age). They also end o ha e hei own class o g oup, eaching he majo i y o subjec s in he cu iculum, and he eby ake ull esponsibili y o he pe sonal de elopmen o hei pupils. Teache educa ion is a e y popula academic subjec a Finnish uni e si ies, and only six pe cen o applican s a e admi ed o he educa ional p og amme a he Uni e si y o Helsinki each yea (Uni e si y o Helsinki 2013). The cu iculum (300 ECTS – Eu opean C edi T ans e and Accumula ion Sys em) includes o ien a ion and communica ion s udies (25 c edi s), main-subjec s udies in educa ion/educa ional psychology (140 c edi s), mul idis- ciplina y s udies in all subjec s augh a p ima y school (g ades 1−6) (60 c edi s), and one o wo complemen a y mino -subjec s udies (60–70 c edi s). Teaching p ac ice is an impo - an pa o eache educa ion. A he Uni e si y o Helsinki, s uden s ha e h ee manda o y eaching p ac ice pe iods and hese a e o ganised in ei he p ac ice schools o ield schools. Teache educa ion is buil on esea ch-based eaching, including con en , pedagogical p ac- ice and conduc ing esea ch (K ok o s e al. 2011). The a ge ime o comple ing a Mas e ’s deg ee in educa ional sciences is i e yea s, and he educa ion is unded by he s a e. 4.2. Pa icipan s The in e iew da a we e collec ed om 19 p ima y school s uden eache s who we e majo - ing in educa ional science and we e inishing hei MA s udies a he Uni e si y o Helsinki ( emale: 14, male: 5; age: mean = 31, mode = 32, median = 29.5, min/max = 23/51 yea s). The ollowing c i e ia we e used in selec ing he s udy pa icipan s: (1) hei sel -es ima ed ime o g adua ion was wi hin one yea , hence hey all had ex ensi e expe ience in eache s udies; (2) hei p o essional in e es was o wo k in a p ima y school a e g adua ion, i.e. hey we e mo i a ed o wo k as eache s; and (3) hei majo subjec was educa ion (see Ahonen e al. 2015). The pa icipan s di e ed in e ms o p e ious eaching expe ience and educa ional backg ound, wi h some ha ing only a ma icula ion ce i ica e and o he s al eady ha ing uni e si y c edi s. In e ms o age and gende , he sample su icien ly ep e- sen ed he en i e popula ion o p ima y school s uden eache s a he Uni e si y o Helsinki (S a is ics Finland 2011). 4.3. In e iews wi h he s uden eache s In e iews we e conduc ed du ing he sp ing o 2011. The pa icipan s we e ec ui ed om 11 s udy g oups (gene ally, Mas e ’s hesis semina s) and pa icipa ion was olun a y. One Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017 452 H. ANTTILA ET AL. membe o he esea ch g oup conduc ed all he in e iews. The in e iews we e based on he S uden Teache ’s S udy and P o essional Landscape in en o y (Ahonen e al. 2015; Soini, Pyhäl ö, and Pie a inen 2010). The P o essional Landscape in en o y was alida ed in p io s udies ega ding eaching wo k and was hence chosen o he basis o he in e iew ques- ions. The in e iew ocused on h ee main hemes: (1) lea ning du ing eache educa ion, (2) pe cep ions o s udying in he eache -educa ion p og amme and (3) pe cep ions o eache s’ wo k a school. The ins umen was alida ed in ou pilo in e iews be o e he da a- collec ion phase. The s anda dised in e iew comp ised a o al o 20 ques ions, including 16 ques ions abou s udying in he eache -educa ion p og amme and ela ed emo ions, and he eache ’s ole a school, and ou ques ions abou he pa icipan ’s pe sonal and p o essional backg ound. The in e iews we e semi-s uc u ed: all ques ions we e asked o each pa icipan , and he esea che also asked cla i ying ques ions i necessa y. Each in e - iew las ed be ween 60 and 120 min and was digi ally eco ded, hen ansc ibed by mem- be s o he esea ch g oup o ained esea ch assis an s. P ospec i e s uden s we e in o med o he pu pose o he esea ch. The s udy did no equi e an e hics e iew in Finland (c . Finnish Ad iso y Boa d o Resea ch In eg i y 2009). The in e iews we e conduc ed in Finnish and he chosen quo a ions we e ansla ed in o English. 4.4. Analysis The in e iews wi h he s uden eache s we e quali a i ely con en -analysed based on an abduc i e s a egy (Figu e 1) (e.g. Chambe lain 2006; Elo and Kyngäs 2007). Fi s we de el- oped a unc ional coding p ocedu e o he analysis. We ca e ully ead h ough he in e iews (N = 19) se e al imes o ob ain an o e all unde s anding and o become amilia wi h he da a. (a) A i s all he emo ionally loaded episodes we e coded in o he same ca ego y. The c i e ia o he emo ional episode we e ha i has a minimum o wo emo ions Figu e 1.phases o he analysis. Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017 EUROPEAN JOURNAL OF TEACHER EDUCATION 453 explica ed by he s uden eache , and he same objec o he ac i i y/si ua ion, such as one lec u e o a sho encoun e wi h pee s (see Figu e 1). (b) We placed he emo ions wi hin he episodes in o one o six ca ego ies in line wi h he alence-a ousal amewo k (Pek un e al. 2002): posi i e ac i a ing emo ions (including en husiasm, p ide, hope and admi a ion), posi i e neu al emo ions (including sa is- ac ion, app ecia ion and belonging), posi i e deac i a ing emo ions (including elie ), nega i e ac i a ing emo ions (including ange , anxie y, shame and en y), nega i e neu- al emo ions (including sadness) and nega i e deac i a ing emo ions (disappoin men , exhaus ion, loneliness and bo edom). The c i e ia o iden i ying he s uden eache ’s academic emo ions we e as ollows: (1) he pa icipan s hemsel es had o explica e he emo ion expe ienced in he episode, (2) i had o ha e alence and a ousal and (3) i had o be p e iously iden i ied in he emo ion li e a u e. When iden i ying he emo ions, he esea che s made ex ensi e use o he exis ing emo ion li e a u e. (c) The emo ional pa e ns wi hin he episodes we e cons uc ed om hese six ca ego- ies. This esul ed in i e pa e ns: he posi i e pa e n in ol ing only posi i e emo ions, he nega i e pa e n in ol ing only nega i e emo ions, he ascending pa e n in ol ing i s nega i e and hen posi i e emo ions, he descending pa e n in ol ing posi i e emo ions a he beginning o he episode and nega i e emo ions a he end, and he changing pa e n in ol ing bo h posi i e and nega i e emo ions in mixed o de . (d) The emo ional pa e ns wi hin he episodes we e analysed in e ms o du a ion. This esul ed in h ee ca ego ies including sho pa e ns (en ailing e en s ha anged om sho encoun e s o a ew days), medium-leng h pa e ns (comp ising e en s du ing one cou se o a aining pe iod ha usually las ed o se e al weeks) and long pa e ns (including e en s ha las ed o mo e han one pe iod o se e al academic yea s). (e) Finally, we analysed he ac o s ha ini ia ed he emo ional pa e ns. This esul ed in ou igge ca ego ies: social suppo , expec ancy alue, pe sonal accomplishmen and p oblem-sol ing. We analysed he p ima y igge o each pa e n. Resea che -in es iga o iangula ion was u ilised in de eloping he in e iew p o ocol (Denzin 1970, 2010). The esea ch g oup alida ed he ca ego ies esul ing om he con en analysis a he end o each analy ical phase (Miles and Hube man 1994). In he ew cases whe e he e was disag eemen a consensus on he inal ca ego isa ion was eached in dis- cussions among he esea che s. In addi ion, 20% o he da a was subjec ed o an independ- en pa allel analysis. The independen pa allel analysis was based on he classi ica ion c i e ia. A i s , he second analys iden i ied all emo ions and emo ional pa e ns om he da a by u ilising he p e-de e mined c i e ia desc ibed abo e. Also, he leng hs and igge s o he emo ional pa e ns we e independen ly classi ied by he second esea che acco ding o his p ocedu e. The in e - a e ag eemen was 90%. 5. Resul s 5.1. S uden eache s’ emo ional pa e ns The analyses e ealed i e di e en emo ional pa e ns among he s uden eache s’ emo- ionally loaded expe iences: posi i e, nega i e, ascending, descending and changing (see Figu e 2). These pa e ns cons i u ed a minimum o 2 and a maximum o 15 emo ions, he a e age being 4. Cha ac e is ic o he posi i e pa e n was ha all he emo ions h oughou Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017 454 H. ANTTILA ET AL. he episode had a posi i e alence. Mo i a ionally oned emo ions such as en husiasm and in e es ypically domina ed hese pa e ns. Mos o he posi i e pa e ns en ailed equen expe iences o en husiasm, al hough o he combina ions o posi i e emo ions we e also de ec ed. Posi i e pa e ns esul ed om engaging in academic ac i i ies such as s udy success, de eloping new skills and knowledge, and acqui ing a sense o belonging o he p o essional communi y du ing he eaching p ac ice. Bo h pee s and eache educa o s seemed o ha e a g ea impac on s uden eache s’ posi i e pa e ns. The ma hs cou se was amazing… an amazing cou se and i s o all I ha e o say ha he eache educa o was a e y inspi ing eache and a good example o how someone who is eally in e - es ed in he subjec can make us en husias ic as well […] And I jus hope ha I could be he same, ha I could ge my s uden s o be en husias ic abou lea ning. (Posi i e pa e n: en husiasm, admi a ion, en husiasm, hope) (Pa icipan 1) A ypical cha ac e is ic o he nega i e pa e n was ha he nega i e emo ions changed h oughou he episodes. Al hough he alence o he emo ion emained nega i e, he ac i a ion le el ended o a y be ween ac i a ing and deac i a ing. Unlike he posi i e pa e n, he nega i e one did no ha e a single dominan emo ion. Nega i e pa e ns o en eme ged om ic ion be ween he s uden s and hei lea ning en i onmen . Such ic ion appea ed, o ins ance, when a s uden was disengaged om lea ning, los his o he in e es in s udies o el ha he eache educa o s did no p o ide adequa e suppo . This o en esul ed in eelings o inadequacy, disappoin men , us a ion, bo edom o exhaus ion wi h espec o he pedagogy applied. Mo eo e , nega i e pa e ns we e ound whe e s uden eache s simply ied o cope wi h hei s udies, which hen led o exhaus ion. The whole yea was qui e bo ing, because I jus did all hese cou ses ha I should ha e done in p e ious yea s bu I did hem la e his yea and i was kind o su ace lea ning and I was so exhaus ed. (Nega i e pa e n: bo edom, exhaus ion) (Pa icipan 6) Fu he in es iga ion showed h ee pa e ns in which he alence o he emo ions a ied. In he ascending pa e n he emo ions changed om nega i e o posi i e du ing he episode. Ascending pa e ns equen ly appea ed in lea ning si ua ions whe e he ask is i s seen as ei he o e whelmingly di icul o useless, bu h ough ha d wo k was comple ed suc- cess ully in he end. Fu he mo e, s uden s es ima ed hei abili ies as insu icien in he ace o he challenge he ask p esen ed. Fo ins ance, one s uden eache i s desc ibed anxie y caused by p oblems in w i ing he Mas e ’s hesis, bu a e o e coming hem expe ienced Posi i e pa e n ( ) Nega i e pa e n ( ) Ascending pa e n ( ) Descending pa e n ( ) Changing pa e n ( ) Figu e 2.Emo ional pa e ns. Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017 EUROPEAN JOURNAL OF TEACHER EDUCATION 455 p ide. Ano he s uden had di icul ies in coping wi h eache s udies and he demands o eaching bu a e comple ing he asks expe ienced p ide and en husiasm abou eaching. Some imes I ge he eeling ha oh no, wha was I hinking, ha eaching is he same as i has always been and I migh no be able o cope and handle i bu hen la e I hink again, ha I can do his and ha I eally like eaching. (Ascending pa e n: anxie y, p ide and en husiasm) (Pa icipan 16) In he descending pa e n, on he o he hand, he emo ions changed om posi i e o nega i e du ing he episode. The pa e n cha ac e is ically en ailed ei he one o se e al posi i e emo ions a he beginning o he episode ha hen u ned nega i e owa ds he end o i . Typically, s uden s expe ienced mo i a ionally oned posi i e emo ions (e.g. en hu- siasm) a he beginning o he episode, due o hei p io expe iences. Hence, hei expec- a ions we e high. The nega i e emo ion eme ged la e in he episode when hese expec a ions we e no me . I you hink abou he i s s udy yea , my mo i a ion i s inc eased and hen d opped, i was like I eally enjoyed he au umn bu hen a e he i s e m he s udies s a ed o bo e me. (Descending pa e n: en husiasm, bo edom) (Pa icipan 6) The changing pa e n also ea u ed bo h posi i e and nega i e emo ions, which ypically al e ed back and o h be ween he wo du ing he episode. Some episodes, o example, comp ised mainly posi i e emo ions wi h only one nega i e one in he middle, whe eas o he s ea u ed many nega i e emo ions wi h only one o wo posi i e ones in he middle. Mo eo e , he e we e also pa e ns whe e he alence o he emo ion changed om one emo ion o he nex du ing he episode. Finally, some pa e ns began posi i ely bu ended nega i ely, and ice e sa. The di e ence he e om he ascending and descending pa e ns was ha he e we e also o he changes be ween he beginning and he end. And hen he e was he physical educa ion cou se. I liked i a lo […] so I ook bo h o he physical educa ion cou ses […] and hey we e eally ins uc i e and especially when we had o go o he schools and gi e a class. Fi s i was ho ible, e en hinking abou i . Bu hen i became eally un and i el like wow I’m becoming a eache and I’m going o do e e y hing un wi h hem (pupils) and my kids won’ ha e any auma ic memo ies abou PE classes. (Changing pa e n: en husiasm, anxie y and en husiasm) (Pa icipan 14) As Figu e 2 shows, he mos equen ly epo ed pa e ns we e posi i e ( = 110), ollowed by changing ( = 106). In addi ion, he e we e 39 nega i e, 42 ascending and 37 descending pa e ns. 5.2. Va ia ions o du a ion in s uden eache s’ emo ional pa e ns The emo ional pa e ns a ied in du a ion om a sho encoun e be ween pee s o wi h a lec u e , h ough medium-leng h pe iods co e ing a whole cou se o aining pe iod, o e en longe pe iods such as h oughou he p ocess o w i ing a Mas e ’s hesis o o a whole academic yea . The mos ypical pa e ns we e medium-leng h ( = 156), ypically las ing se e al weeks, ollowed by sho ( = 102) and long ( = 78) episodes (see Figu e 3). All i e pa e ns (posi i e, nega i e, ascending, descending and changing) we e expe ienced in long, medium-leng h and sho imescales. Mo eo e , he numbe o long, medium-leng h and sho emo ional pa e ns was almos he same, i.e. hey we e e enly dis ibu ed ega dless o he leng h o he episode. Downloaded by [Tampe e Uni e si y] a 02:55 29 Augus 2017 462 H. ANTTILA ET AL. Janne Pie a inen is a p o esso o eache educa ion in he School o Applied Educa ional Science and Teache Educa ion, Uni e si y o Eas e n Finland and an adjunc p o esso in he Uni e si y o Tampe e. His esea ch in e es s include educa ional ansi ions, pupils and eache s lea ning and well-being in he con ex o sus ainable school de elopmen . Re e ences Ahonen, E., K. Pyhäl ö, J. Pie a inen, and T. Soini. 2015. “Becoming a Teache – S uden Teache s’ Key Lea ning Expe iences.” In e na ional Jou nal o Highe Educa ion 4 (1): 151–165. An ila, H., K. Pyhäl ö, T. Soini, and P. Pie a inen. 2016. “How Does I Feel o Become a Teache ? 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