Emotions and Change During Professional Development for Teachers

Abstract

Teaching is emotional, especially when teachers must change their practices. Past research on emotions and change in the general population has been predominately quantitative. Research about teachers' emotions, however, has been predominately qualitative. To draw on both these approaches, this mixed methods study examined 50 elementary teachers' emotions during eight workshops on the writing process, by using repeated questionnaires with scale and open-ended questions, follow-up questionnaires 4 months later, and participant interviews. Quantitative data revealed that teachers' emotions became more positive, but returned to initial levels 4 months later. Quantitative data analysis found no relationships between emotions and change in practice. Interviews, however, revealed mixed emotions related to changes found in the quantitative data.

El Contexto Educativo Y Su Relación Con Los Sentimientos Sobre La Profesión Y La Docencia en Profesores De La Educación Secundaria

“…Sobre la base de la consideración anterior, compartimos que una emoción se convierte en determinado tipo de sentimiento (Shapiro, 2010;Scott & Sutton 2009) debido a que en la valoración ocurre una representación sobre el estado emocional que se traduce en estado de ánimo, es decir, que las emociones se asumen como las experiencias primarias de las personas con relación a las vivencias, mientras que los sentimientos son los significados otorgados a las emociones, consensuados culturalmente y experimentados por las personas que comparten marcos de referencia en razón a sus roles, creencias, las situaciones que viven y la manera en que experimentan las condiciones del contexto.…”

Trajetórias no Desenvolvimento Profissional Docente no Ensino Superior: Fatores Condicionantes

“…São assinalados como fatores pessoais as etapas da vida biológica do sujeito e os traços característicos do indivíduo, a vida pessoal e familiar, os episódios críticos positivos e, por outro lado, as crises, e ainda as atividades que desenvolva de cariz não profissional (hobbies, desporto, voluntariado…). Vem sendo ainda apontada na literatura a dimensão emocional, como essencial para a compreensão do professor e da sua atuação (Day, 2007;Estrela, 2010;Fullan & Hargreaves, 2000;Mora & Gómes, 2007;Neumann, 2006;Scott & Sutton, 2009).…”

“…Assim, curiosamente e contrariamente ao que sucedia nos fatores inibidores, nos fatores potenciadores, ganham novamente maior destaque, tal como acontecia com as motivações, fatores de natureza endógena, apontados na literatura como fatores essenciais para o envolvimento em processos de desenvolvimento profissional (Day, 2007;Estrela, 2010;Fullan & Hargreaves, 2000;Imbernón, 2000;Mora & Gómes, 2007;Neumann, 2006;Scott & Sutton, 2009). …”

The Influence of the Characteristics of Mathematical Outdoor Activities in Mobile Environments on Students' Emotions

“…The use of the constant comparison method to identify categories of students' emotions when learning mathematics outdoors by using the cellular phone and the relation of these emotions to the activities characteristics is supported by use of this method by other researchers who studied emotions, for example, ref [21] used the constant comparison method to analyze data collected by interviewing teachers regarding their students' emotions associated with writing, as well as their own emotions associated with teaching writing.…”