The teaching experience and the emotions it evokes

Mevarech, Zemira R.; Maskit, Ditza

doi:10.1007/s11218-014-9286-2

Cited by 24 publications

(22 citation statements)

References 43 publications

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“…Emotions, experienced as both positive and negative, were mainly embedded in major studies and in teaching practice, activities in which students learn the basics of becoming a teacher. Teaching has been described as an emotionally loaded profession (Mevarech and Maskit 2014;Soini et al 2010). In-service teachers have reported experiencing love and care for their pupils, but are also exposed to high levels of negative emotions, including inadequacy and cynicism (e.g.…”

Section: Theoretical Reflections and Educational Implicationsmentioning

confidence: 99%

“…Sutton and Wheatley 2003;Postareff and Lindblom-Ylänne 2011). Novice teachers in particular have reported experiencing high levels of stress, anxiety and confusion (Mevarech and Maskit 2014). However, over time teachers' negative emotions seem to decrease (Mevarech and Maskit 2014).…”

Section: Theoretical Reflections and Educational Implicationsmentioning

confidence: 99%

“…Novice teachers in particular have reported experiencing high levels of stress, anxiety and confusion (Mevarech and Maskit 2014). However, over time teachers' negative emotions seem to decrease (Mevarech and Maskit 2014). These findings suggest that in order to promote future teachers' occupational well-being, student teachers need to learn to identify their emotions and regulate them in order to cope with work-related stressors and to create inspiring learning environments for their pupils and themselves.…”

Section: Theoretical Reflections and Educational Implicationsmentioning

confidence: 99%

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How does it feel to become a teacher? Emotions in teacher education

et al. 2016

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Academic emotions are central ingredients in student teachers' learning. They have been shown to affect cognitive performance, motivation and achievement (e.g. Linnenbrink-Garcia et al. in Contemp Educ Psychol 36(1):13-24, 2011). However, until recently the role of emotions in student teachers' learning has largely been neglected (e.g. Ketonen and Lonka in Proc Soc Behav Sci 69(24):1901-1910. The study focused on exploring the spectrum of academic emotions experienced by 19 student teachers in different academic activities. The results showed that student teachers experience a wide variety of emotions during their studies. A total of 18 different positive emotions and 20 different negative emotions were reported. They explicated more positive than negative emotions. Further investigations showed that student teachers reported more emotional experiences embedded in individual & Henrika Anttila activities than in social activities. The results implied that the spectrum of academic emotions experienced by student teachers is wider than previous literature suggests, and that student teachers experience a wide range of academic emotions in various academic activities provided by teacher education.

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Section: Theoretical Reflections and Educational Implicationsmentioning

confidence: 99%

Section: Theoretical Reflections and Educational Implicationsmentioning

confidence: 99%

Section: Theoretical Reflections and Educational Implicationsmentioning

confidence: 99%

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How does it feel to become a teacher? Emotions in teacher education

et al. 2016

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“…Les éléments qui précèdent illustrent le fait que les émotions constituent un phénomène complexe, difficile à étudier. Il importe néanmoins d'y accorder une grande attention puisqu'elles affectent notamment le bien-être des enseignants, leur image de soi professionnelle et leurs comportements (Mevarech & Maskit, 2015). Les émotions qu'ils vivent sont une clé pour comprendre la souffrance au travail puisqu'elles sont aussi associées au stress ressenti, à l'insatisfaction et à l'épuisement professionnel.…”

Section: Discussionunclassified

Perceptions d’enseignants du secondaire concernant leurs inducteurs émotionnels en situation de classe

Petiot¹,

Visioli²,

Desbıens³

2015

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L'objectif de cet article est d'identifier et de hiérarchiser les inducteurs des émotions positives et négatives ressenties par des enseignants du secondaire en situation de classe. Les enseignants ont été invités à raconter un événement positif ou négatif marquant qui s'est déroulé durant un cours depuis le début de leur carrière. L'analyse inductive des 120 événements recueillis a fait émerger quatre inducteurs émotionnels négatifs (57,6 % des événements) et six inducteurs émotionnels positifs (42,4 % des événements). L'inducteur émotionnel négatif principal a trait aux comportements non appropriés d'un ou plusieurs élèves en classe. L'inducteur émotionnel positif principal se rapporte aux perceptions par les enseignants de manifestations de reconnaissance de la part d'élèves. Mots-clés (TESE) : enseignement, relation enseignant-élève.

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“…By inference, more years' teaching practice might be expected to improve this skill. Previous research on teachers' emotions in non-disaster contexts indicates that beginning teachers are more likely to experience anxiety or personal negative emotions due to the complexities and demands of becoming a teacher in practice (Mevarech & Maskit, 2015;Sutton & Wheatley, 2003).…”

Section: Teachers' Personal and Professional Functioning 18 Months Pomentioning

confidence: 99%