Make my day! Teachers’ experienced emotions in their pedagogical work with disengaged students

Abstract

The present study researched teachers’ emotions related to their pedagogical work with disengaged students. The aim of the study was to investigate teachers’ emotions experienced during classroom practice and how emotions were related to their perceived well-being. Based on the literature, we assumed that teachers’ perceived well-being was affected by the emotions in their classroom practice through their feelings of autonomy, competence and relatedness. Data were collected using qualitative methods. In our results, we reported that teachers experienced mixed emotions elicited by interactions with students, student learning, colleagues and the programme. We determined the characteristics of classroom practices that contribute positively to teachers’ perceived well-being as well as characteristics that diminish teachers’ perceived well-being. Implications for practice are discussed.

“Always Trying to Dig Deeper”: The Enactment of Teaching Expertise as an Emotion-Laden Continual Learning Process

“…Few studies, however, have examined how emotions inform the practices of expert teachers as they strive to refine their craft. Although Sophia experienced teaching as highly relational and emotional, as is common in studies of teacher emotions (Fix et al, 2020), the findings here focused on the emotions that accompanied the process component of expertise, the ways in which she pushed herself to learn and refine her teaching, even at an advanced stage in her career. This finding highlights the challenging emotions that can accompany even the work of expert teachers.…”

“…Having explained these distinctions, we turn to the research examining the emotional experiences of teachers within the context of their work (Frenzel et al, 2018;Hargreaves, 1998;Schutz & Zembylas, 2009;Uitto et al, 2015). These studies have described diverse forms of emotion, including the challenging emotions teachers experience as they work in difficult circumstances (Atmaca et al, 2020;Yin et al, 2019), emotions related to in-the-moment classroom experiences (de Ruiter et al, 2019;Fix et al, 2020), and emotions experienced in teachers' professional development (Gaines et al, 2019;Nash, 2022). Winograd (2003), for example, in a self-study, highlighted the ways in which both challenging and productive teacher emotions were situated within larger structural problems that contribute both to the emotional nature of teaching and to the specific, often self-accusatory, emotions teachers may feel.…”

Conocimientos y emociones en el aula de Primaria: La energía que fluye

“…Problema 1b: La docente expone que sus emociones van más encaminadas a cómo los estudiantes le respondan antes que a las suyas propias, es decir, es un filtro del CDC (Sorge et al, 2019); siendo fundamental que sus estudiantes acudan felices al colegio y sientan la necesidad de aprender, algo positivo (Fix et al, 2020). Ahora bien, desde el punto de vista de su desarrollo, la docente se encontraría en un estado intermedio al no existir compartición (Titsworth et al, 2013).…”