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A qualitative study of anticipatory beliefs expressed by pre-service teachers in a reflective Comprehensive School Health course found that burnout narratives may undermine candidates’ self-efficacy before entering teaching, prompting a call to disrupt overemphasis in teacher education programs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Narrative on Fire  \nEmily P. Williams University of Calgary  \nElizabeth Tingle University of Calgary  \nJanelle Morhun  \nUniversity of Calgary  \nSally Vos  \nUniversity of Calgary  \nKerri Murray  \nEver Active Schools  \nDianne Gereluk  \nUniversity of Calgary  \nShelly Russell-Mayhew University of Calgary  \nCanadian Journal of Education / Revue canadienne de l’éducation 45:2 (2022)©2022 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nTeacher burnout is often positioned as a common result of the complex demands ofthe teaching profession (García-Carmona et al., 2019). While there is no denying the demanding nature of teaching, in this article we present an alternative perspective on the widespread burnout discussion that distinguishes between burnout and the complexities of teacher attrition, and offer a more hopeful and strengths-based approach to the teaching profession. In a qualitative study that analyzed the anticipatory beliefs that pre-service teachers expressed in a reflective assignment for a course focused on Comprehensive School Health (CSH), we found evidence to suggest that the burnout narrative may threaten teacher candidates’ self-efficacy before entering the teaching profession. We call for a disruption to the overemphasis of burnout narratives in teacher education programs as they may undermine the profession.  \nKey words: teachers, burnout, attrition, pre-service teachers, teacher education  \nRésumé  \nL’épuisement professionnel des enseignants est souvent perçu comme un résultat commun découlant des exigences complexes de la profession d’enseignant (GarciaCarmona et al., 2019). Bien que la nature exigeante de l’enseignement soit indéniable, nous présentons dans cet article une perspective alternative sur la discussion générale concernant l’épuisement professionnel qui fait la distinction entre l’épuisement professionnel et les complexités de l’attrition des enseignants, et offre une approche plus optimiste et fondée sur les forces de la profession enseignante. Une étude qualitative aanalysé les croyances anticipées exprimées par des enseignants en formation initiale. Dans un travail de réflexion effectué par ceux-ci dans le cadre d’un cours axé sur lasanté scolaire globale, nous avons trouvé des preuves qui indiquent que le discours sur l’épuisement professionnel peut menacer l’autoefficacité des candidats avant même leurentrée dans la profession. Nous appelons à une cessation de la trop grande importance  \nCanadian Journal of Education / Revue canadienne de l’éducation 45:2 (2022)©2022 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \naccordée aux récits d’épuisement professionnel dans les programmes de formation à l’enseignement puisqu’elle pourrait miner la profession.  \nMots-clés: enseignant, syndrome d’épuisement professionnel, enseignants en formation initiale, formation des enseignants  \nIntroduction  \nThe concept of burnout is a common narrative that plays out in the public discourse and the teaching profession. Burnout and teacher retention are seemingly international problems (Craig, 2017 ; Liu & Onwuegbuzie, 2012; Mafora, 2013), and Canadian teachers are no exception in their exposure to the sentiment that teaching is stressful enough to drive some out of the profession. Yet, this burnout narrative rests on many studies specific to the United States, and may not be directly applicable to Canadian teaching contexts. After a discussion of the nature of burnout generally and the concept of anticipatory grief, we will share research findings that indicate how this widespread narrative may be harmful for beginning teachers and attempt to reframe this commonly shared story ofwhat it is like to be a teacher.  \nBurnout is a phenomenon that occurs in many helping professions and has be","cbCaiujZY0meKjPa","https://ap.wps.com/l/cbCaiujZY0meKjPa","pdf",210809,26,"English","# Abstract\n# Introduction\n## Conceptualizing burnout\n## Burnout in teaching","[{\"question\":\"How does the article distinguish burnout from teacher attrition?\",\"answer\":\"It frames burnout narratives as distinct from the complexities surrounding teacher attrition and argues that conflating the two can harm how the profession is understood and prepared for.\"},{\"question\":\"What does the qualitative study examine, and what does it find?\",\"answer\":\"The study analyzes pre-service teachers’ anticipatory beliefs expressed in a reflective assignment within a Comprehensive School Health course, finding evidence that burnout narratives can threaten self-efficacy before entering teaching.\"},{\"question\":\"What is the article’s call to action for teacher education programs?\",\"answer\":\"It calls for disrupting the overemphasis on burnout narratives in teacher education programs because such narratives may undermine the profession.\"}]","Teacher Burnout Is One of My Greatest Fears - Interrupting a Narrative on Fire | PDF",1792082749,66]