The Emotional Dimensions of Urban Teacher Change

Abstract

This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers’ change experiences onto an emotional geographies framework that situates their experiences in change literature and offers a roadmap for future reform initiatives.

La enseñanza en vilo de las emociones: una perspectiva emocional de la educación

“…En dichas investigaciones se ha encontrado que las emociones de los profesores se entrelazan con los procesos de transformación y que ellas influyen en su compromiso con el proyecto de cambio, además que, por el estrés que generan las modificaciones, el profesor pierde la felicidad de comunicarse con los estudiantes (McCaughtry, Martin, Cothran y Hodges-Kulinna, 2006;Yin y Lee, 2006). Así pues, Hargreaves dice que la microgestión de estándares basados en las reformas tiene "efectos nocivos en la enseñanza de los profesores, en los estudiantes de los profesores y en las relaciones de los profesores con su trabajo y con los otros" (2003, p. 90).…”

Teachers’ Preferences on the Qualities and Roles of a Mentor Teacher

“…She uses one, two, three, or whatever for them to get quiet and I started using it and she told me some little saying to use and it worked." At least part of the desire for more direct styles seemed related to the difficult context in which the teachers worked (described in McCaughtry, Barnard, Martin, Shen, & Hodges Kulinna, 2006;McCaughtry, Martin, Hodges Kulinna, & Cothran, 2006). Promoting student attendance, engagement, achievement, and proper behavior were major challenges that even experienced teachers struggled with on a daily basis.…”

The Teacher Development in Physical Education: A Review of the Literature

“…In the other two studies conducted by Solmon, Worthy and Carter (1993), Tsangaridou and O'Sullivan (1997), the experience from three initial teachers and four experienced teachers respectively showed that teachers' role identity and teachers' reflection have a positive relationship on the PE teacher development. More recently, two other issues, such as, teachers' teaching experience and teachers' emotion dimension, were identified to impact the professional development according to the two studies conducted by Ha, Wong, Sum and Chan (2008) and (McCaughtry, Martin, Kulinna and Cothran (2006) respectively.…”

“…What are the criteria for the selection of particular collaborative learning strategies? (1) Europe (16) UK (10), Ireland (2), Turkey (1), Spain (1), France (1), Norway (1) Australasia (1) Australia (1) Asia ( Rovegno and Bandhauer (1997a) Perception of teacher role Solmon, Worthy and Carter (1993) Teachers' working experience Ha, Wong, Sum and Chan (2008) Teacher reflection Tsangaridou and O'Sullivan (1997) Teachers' emotional dimensions related to their students, colleagues and statues McCaughtry, Martin, Kulinna and Cothran (2006) Contextual factors…”