When anxiety matters as a condition of possibility: about student-teachers’ anxiety experiences towards becoming a teacher


  • Mette Helleve Oslo Metropolitan University – OsloMet https://orcid.org/0000-0002-9479-5195
  • Knut Ove Æsøy Oslo Metropolitan University – OsloMet




Teacher education, Student teachers’ emotional life, Existential Anxiety, Professional development, Phenomenography


The purpose of this study is to explore the emotional dimension of the student-teachers’ experiences, which is marked by anxiety. This study is based on a combination of a phenomenological informed theoretical framework and a phenomenographic approach. The empirical material refers to in-depth interviews with student-teachers. Through an abductive analysis of the material, anxiety experiences appeared to be a significant matter in the student teachers’ emotional life. Our study showed that anxiety in different variations to a large extent characterized the emotional dimension of the student teachers’ experiences. The variations were expressed through three overarching categories of anxiety. The first category of anxiety is about losing one’s dignity, the second about not being recognized as a person, and the third about doing something very wrong. To operationalize the purpose of this study, we will discuss the importance of considering anxiety experiences as a didactical content component in teacher education.


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How to Cite

Helleve, M., & Æsøy, K. O. . (2021). When anxiety matters as a condition of possibility: about student-teachers’ anxiety experiences towards becoming a teacher. Encyclopaideia, 25(60), 95–106. https://doi.org/10.6092/issn.1825-8670/12357