Teachers' emotions in teacher development: do they matter?

Source document: Studia paedagogica. 2017, vol. 22, iss. 4, pp. [77]-110
Extent
[77]-110
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
English
License: Not specified license
Abstract(s)
This paper examines the emotions that eight teachers experienced during intervention research project on the transformation of their teaching practices. During the program which we designed, the teachers were trained to transform their teaching practices so that they would include more features of dialogic education. In this paper, we analyze data from repeated interviews with teachers who participated in our project. Based on qualitative analysis of our data, we differentiated among four groups of teachers, each with a unique self-understanding. The groups included teachers who were: perfect, eager to learn, in a good mood, and uncertain. Our paper shows that each group experienced specific emotions during the program. The only group that did not experience negative emotions was teachers in a good mood. These teachers also implemented the fewest changes in their teaching practices. Our results thus show that a lack of negative emotions limited the efficacy of teacher development.
Note
  • This article is an outcome of the project "On the Relationship between Characteristics of Classroom Discourse and Student Achievement" (GA17-03643S) funded by the Czech Science Foundation.
Document
References:
[1] Adey, P. (2006). A model for professional development of teachers thinking. Thinking Skills and Creativity, 1(1), 49–56. | DOI 10.1016/j.tsc.2005.07.002

[2] Akın, U., Aydın, İ., Erdoğan, Ç. & Demirkasımoğlu, N. (2013). Emotional labor and burnout among Turkish primary school teachers. The Australian Educational Researcher, 41(2), 155–169. | DOI 10.1007/s13384-013-0138-4

[3] Alexander, R. (2006). Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos.

[4] Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548. | DOI 10.1016/j.learninstruc.2009.09.001

[5] Berson, E., Borko, H., Million, S., Khachatryan, E., & Glennon, K. (2015). Practice what you teach: A video-based practicum model of professional development for elementary science teachers. Orbis scholae, 9(2), 35–53. | DOI 10.14712/23363177.2015.79

[6] Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R. & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406–417.

[7] Burns, Ch., & Myhil, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35–50. | DOI 10.1080/0305764042000183115

[8] Butler, D. L., Novak Lauscher, H., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers' professional development. Teaching and Teacher Education, 20(5), 435–455. | DOI 10.1016/j.tate.2004.04.003

[9] Claessens, L. C. A., van Tartwijk, J., van der Want, A. C., Pennings, H. J. M., Verloop, N., den Brok, P. J., & Wubbels, T. (2017). Positive teacher–student relationships go beyond the classroom, problematic ones stay inside. Journal of Educational Research, 110(5), 478–493. | DOI 10.1080/00220671.2015.1129595

[10] Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. | DOI 10.1007/s10648-009-9106-y

[11] Daley, D., Renyard, L., & Sonuga-Barke, E. J. S. (2005). Teachers' emotional expression about disruptive boys. British Journal of Educational Psychology, 75(1), 25–35. | DOI 10.1348/000709904X22269

[12] Danner, D. D., Snowdon, D. A., & Friesen, W. V. (2001). Positive emotions in early life and longevity: Findings from the nun study. Journal of Personality and Social Psychology, 80(5), 804–813. | DOI 10.1037/0022-3514.80.5.804

[13] Darby, A. (2008). Teachers' emotions in the reconstruction of professional self-understanding. Teaching and Teacher Education, 24(5), 1160–1172. | DOI 10.1016/j.tate.2007.02.001

[14] Delaney, K. K. (2015). Dissonance for understanding: Exploring a new theoretical lens for understanding teacher identity formation in borderlands of practice. Contemporary Issues in Early Childhood, 16(4), 374–389. | DOI 10.1177/1463949115616326

[15] Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300–319. | DOI 10.1037/1089-2680.2.3.300

[16] Fredrickson, B. L. (2001).The role of positive emotions in positive psychology: The broadenand-build theory of positive emotions. American Psychologist, 56(3), 218–226. | DOI 10.1037/0003-066X.56.3.218

[17] Fredrickson, B. L., & Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science,13(2), 172–175. | DOI 10.1111/1467-9280.00431

[18] Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers' emotional experiences: An integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers' lives (pp. 129–151). New York: Springer.

[19] Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415–441.

[20] Gelfuso, A. (2016). A framework for facilitating video-mediated reflection: Supporting preservice teachers as they create 'warranted assertabilities' about literacy teaching and learning. Teaching and Teacher Education, 58, 68–79. | DOI 10.1016/j.tate.2016.04.003

[21] Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers' emotional responses to educational change. Teaching and Teacher Education, 21(8), 967–983. | DOI 10.1016/j.tate.2005.06.007

[22] Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3–10.

[23] Jensen, J. W., & Winitzky, N. (2002). Exploring preservice teacher thinking: A comparison of five measures. Paper presented at the Annual meeting of American association of colleges for teacher education, February 23–26, New York.

[24] Kelchtermans, G. (2005). Teachers' emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006. | DOI 10.1016/j.tate.2005.06.009

[25] Kelchtermans, G., Ballet, K., & Piot, L. (2009). Surviving diversity in times of performativity: Understanding teachers' emotional experience of change. P. A Schutz & M. Zembylas (Eds.), Advances in Teacher Emotion Research: The Impact on Teachers' Lives (pp. 215–232). New York: Springer.

[26] Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23(4), 387–405.

[27] Kumpulainen, K., & Lipponen, L. (2010). Productive interaction as agentic participation in dialogic enquiry. K. Littleton & Ch. Howe (Eds.), Educational dialogues: understanding and promoting productive interaction (pp. 48–63). London, New York: Routledge.

[28] Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. | DOI 10.1016/j.tate.2005.06.003

[29] Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. London: Routledge.

[30] Lehesvuori, S., & Viiri, J. (2015) Od teorie k praxi: Od plánování dialogického vyučování k jeho reflexi. [From theory to practice: From planning to reflection on dialogic teaching.] Studia paedagogica, 20(2), 9–31.

[31] Lehesvuori, S., Viiri, J., Rasku-Puttonen, H., Moate, J., & Helaakoski, J. (2013). Visualizing communication structures in science classrooms: Tracing cumulativity in teacher-led whole class discussions. Journal of Research in Science Teaching, 50(8), 912–939. | DOI 10.1002/tea.21100

[32] Lyle, S. (2008). Dialogic teaching: Discussing theoretical context and reviewing evidence from classroom practice. Language and Education, 22(3), 222–240. | DOI 10.1080/09500780802152499

[33] Maria, F., dos Santos, T., & Mortimer, E. F. (2003). How emotions shape the relationship between a chemistry teacher and her high school students. International Journal of Science Education, 25(9), 1095–1110. | DOI 10.1080/0950069032000052216

[34] Mulligan, K., & Sherer, K. R. (2012). Toward a working definition of emotion. Emotion Review, 4(4), 345–357. | DOI 10.1177/1754073912445818

[35] Näring, G., Vlerick, P. & van de Ven, B. (2011). Emotion work and emotional exhaustion in teachers: The job and individual perspective. Educational Studies, 38(1), 63–72. | DOI 10.1080/03055698.2011.567026

[36] Nystrand, M., Gamoran, A., Kachur, R., & Prendergast, C. (1997). Opening dialogue. Understanding the dynamics of language and learning in the English classroom. New York, London: Teachers College Press.

[37] Parker, M., & Hurry, J. (2007). Teachers' use of questioning and modelling comprehension skills in primary classrooms. Educational Review, 59(3), 299–314. | DOI 10.1080/00131910701427298

[38] Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' selfregulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. | DOI 10.1207/S15326985EP3702_4

[39] Reio Jr., T.G. (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching and Teacher Education, 21(8), 985–993. | DOI 10.1016/j.tate.2005.06.008

[40] Reznitskaya, A., Kuo, L., Clark, A., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge Journal of Education, 39(1), 29–48. | DOI 10.1080/03057640802701952

[41] Reznitskaya, A., & Gregory, M. (2013). Student thought and classroom language: Examinimg the mechanisms of change in dialogic teaching. Educational Psychologist, 48(2), 114–133. | DOI 10.1080/00461520.2013.775898

[42] Richardson, L. (2005). Handling qualitative data. London: Sage.

[43] Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement. Review of Educational Research, 81(4), 493–529. | DOI 10.3102/0034654311421793

[44] Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14(3), 303–333. | DOI 10.1007/s10833-012-9195-0

[45] Scott, C., & Sutton, R. E. (2009). Emotions and change during professional development for teachers. Journal of Mixed Methods Research, 3(2), 151–171. | DOI 10.1177/1558689808325770

[46] Schmidt, M., & Datnow, A. (2005). Teachers' sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education 21(8), 949–965. | DOI 10.1016/j.tate.2005.06.006

[47] Shoffner, M. (2008). The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education, 25(6), 783–789. | DOI 10.1016/j.tate.2008.11.012

[48] Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, London, New Delhi: Sage.

[49] Šeďová, K. (2017). A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 67(1), 278–290. | DOI 10.1016/j.tate.2017.06.018

[50] Šedová, K., Šalamounová, Z., & Švaříček, R. (2014). Troubles with dialogic teaching. Learning, Culture and Social Interaction, 3(4), 274–285. | DOI 10.1016/j.lcsi.2014.04.001

[51] Šedová, K., Sedláček, M., & Švaříček, R. (2016a). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14–25. | DOI 10.1016/j.tate.2016.03.005

[52] Šeďová, K., Švaříček, R., Sedláček, M., & Šalamounová, Z. (2016b). Jak se učitelé učí. Cestou profesního rozvoje k dialogickému vyučování. Brno: Masarykova univerzita.

[53] Uitto, M., Kaunisto, S.-L., Kelchtermans, G., & Estola, E. (2016). Peer group as a meeting place: Reconstructions of teachers' self-understanding and the presence of vulnerability. International Journal of Educational Research, 75, 7–16. | DOI 10.1016/j.ijer.2015.10.004

[54] van den Bergh, L., Ros, A., & Beijaard, D. (2015). Teacher learning in the context of a continuing professional development programme: A case study. Teaching and Teacher Education, 47, 142–150. | DOI 10.1016/j.tate.2015.01.002

[55] van Veen, K., & Lasky, S. (2005). Emotions as a lens to explore teacher identity and change: Different theoretical approaches. Teaching and Teacher Education, 21(8), 895–898. | DOI 10.1016/j.tate.2005.06.002

[56] van Veen, K., Sleegers, P., & van de Ven, P. (2005). One teacher's identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching and Teacher Education, 21(8), 917–934. | DOI 10.1016/j.tate.2005.06.004

[57] Ward, Ch. J., Nolena, S. B., & Horn, I. S. (2011). Productive friction: How conflict in student teaching creates opportunities for learning at the boundary. International Journal of Educational Research, 50(1), 14–20. | DOI 10.1016/j.ijer.2011.04.004

[58] Wyer Jr., R. S., Clore, G. L., & Isbell, L. M. (1999). Affect and information processing. Advances in Experimental Social Psychology, 31, 1–77. | DOI 10.1016/S0065-2601(08)60271-3

[59] Yan, E. M., Evans, I. M., & Harvey, S. T. (2011). Observing emotional interactions between teachers and students in elementary school classrooms. Journal of Research in Childhood Education, 25(1), 82–97. | DOI 10.1080/02568543.2011.533115

[60] Yoo, J., & Carter, D. (2017). Teacher emotions and learning as praxis: Professional development that matters. Australian Journal of Teacher Education, 42(3), 38–52. | DOI 10.14221/ajte.2017v42n3.3

[61] Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238.

[62] Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935–948. | DOI 10.1016/j.tate.2005.06.005