Emotions in social interactions in pre-service teachers’ team practica

Abstract

Emotions are significant in the process of becoming a teacher, especially during the teaching practicum. While studies have repeatedly shown that pupils impact the emotional experiences of student teachers, little is known about student teacher emotions that are triggered by social interactions with their mentor teacher and their team partner. This is the focus of the present research. It is investigated: (1) which emotions are experienced in social interaction situations in the practicum, (2) which factors trigger these emotions, and (3) based on self-determination theory, how the evoked emotions are linked to the fulfilment of basic psychological needs. In order to explore these research questions, semi-structured qualitative interviews with 27 Swiss student teachers were conducted. Thematic qualitative text analysis shows that in different interaction situations, such as successful teaching-related cooperation, support, positive feedback, and goodwill of the mentor teacher, positive emotions are triggered, which are strongly connected to need fulfilment. On the contrary, situations of failed communication, negative feedback, and lack of support are related to need threat and evoke negative emotions. This study shows the importance of emotions in interaction situations during practica and the need to focus more strongly on emotional dimensions of becoming a teacher in teacher education.

The influence of past experiences on the activity of tutor teachers in training

“…A way to avoid turnover or attrition in the early career seems to focus on the emotional dimension of becoming a teacher, in teacher education, through mentoring. In this sense, Waber et al (2021) reveal the importance of interactions during the traineeship and the social support they need at the beginning of the career (Mukamurera et al, 2019). Waber et al (2021) and Descoeudres (2023) emphasize the impact of this collective dimension not only through the colleagues but also through the TT.…”

“…In this sense, Waber et al (2021) reveal the importance of interactions during the traineeship and the social support they need at the beginning of the career (Mukamurera et al, 2019). Waber et al (2021) and Descoeudres (2023) emphasize the impact of this collective dimension not only through the colleagues but also through the TT. Our results show that the lack of support during emotional overload as student-teacher generate an opposite expertise form TT when his or her student suffers from emotionally significant situations.…”

Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)

“…Emotional regulation refers to "the processes by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions" (Gross, 1998, p. 275). As a result, this refers to teachers' ability to control their own emotions (Waber et al, 2021), to distinguish between them and to use this information to shape their own thoughts and behaviours (Mayer & Salovey, 1997). This involves internal regulation strategies -which affect how the situation is evaluated-and external regulation strategies -which affect the situation-as well as strategies which impact the emotional response (Aldrup et al, 2024).…”

The impact of parenting styles on undergraduate students’ emotion regulation: The mediating role of academic-social student-faculty interaction

“…In the process of student-faculty interaction, the teacher's emotional support provides a pathway for individuals to share their emotions, seek understanding or vent bad feelings, thus enhancing emotion regulation (Ivcevic and Eggers, 2021). Waber et al (2021) pointed out that in-class student-faculty interaction had a positive impact on students' academic performance, sense of belonging, career experience, selfperception, social meaning and interaction skills, and that outof-class student-faculty interaction promoted students' emotion management and emotional perceptions.…”