Which Situations Trigger Emotions of Secondary School Mathematics Teachers?

Martínez-Sierra, Gustavo; Arellano-García, Yurdia; Moreno, Antonia Hernández

doi:10.1007/s10763-021-10158-1

Cited by 8 publications

(9 citation statements)

References 41 publications

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“…Previous research literature indicates that triggers of teacher emotions during teaching can be categorized into two main groups: teachers' teaching [3,27] and students' behaviours [12,28,29].…”

Section: Triggers Of Teacher Emotionsmentioning

confidence: 99%

“…Martínez-Sierra, Arellano-García, Hernández-Moreno, and Nava-Guzmán [26] demonstrated that a high school mathematics teacher's diverse emotions in Mexican classrooms were mainly triggered by students' independence, collaboration, and participation. Martínez-Sierra, Arellano-García, and Hernández-Moreno [12] identified the six most frequent triggers of secondary school mathematics teachers' emotions, containing students' achievement behaviours, learning, engagement/motivation, instructional effectiveness, teacher-student relationships, and parents' or supervisors' support.…”

Section: Triggers Of Teacher Emotionsmentioning

confidence: 99%

“…Most studies have been conducted in Western countries and focused more on primary school or university teachers [10,11]. Little is known about the emotional processes experienced by senior secondary school mathematics teachers beyond mathematics anxiety in the context of China [3,12]. Compared with their Western counterparts, Chinese teachers are given higher social expectations and responsibilities [13], and classrooms in China place more emphasis on teachers' role models, coherence, and students' hard work [14].…”

Section: Introductionmentioning

confidence: 99%

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Pattern and Dynamics of Teacher Emotions during Teaching: A Case Study of a Senior Secondary Mathematics Teacher

et al. 2022

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Understanding the emotional dimension of classroom practices benefits sustainable education. However, the dynamic nature of teacher emotions during teaching remains understudied. To acquire an “in-depth” description of the emotional phenomena during teaching, a case study was adopted to examine the pattern and dynamics of a senior secondary mathematics teacher’s teaching-related emotions. Seven new mathematics lessons were observed and videotaped, and three video-stimulated, post-lesson teacher interviews were conducted. Based on appraisal theories of emotions, thematic analysis and content analysis were mainly used to analyse the data. The study revealed that the teacher most frequently experienced happiness/satisfaction as positive emotions and confusion/surprise as negative emotions. The emotions followed a three-stage process: perceptions, multilevel appraisals, and responses. The teacher most often perceived her students’ cognitive accuracy and adopted goal/need conduciveness/attainment, the discrepancy from expectations, and causal attribution as core appraisal dimensions. Teacher emotions in classrooms were also often hierarchical and cumulative, shifting from more negative at the beginning of a new semester to more positive at the middle of the semester. This study shed light on the dynamic development of teacher emotions, extending the theories and process models of emotions from the psychological field to educational research and facilitating teachers’ sustainable professional development.

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Section: Triggers Of Teacher Emotionsmentioning

confidence: 99%

Section: Triggers Of Teacher Emotionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pattern and Dynamics of Teacher Emotions during Teaching: A Case Study of a Senior Secondary Mathematics Teacher

et al. 2022

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“…In terms of antecedents, numerous studies have examined why teacher emotions develop from various perspectives. For example, Martínez-Sierra et al (2022) investigated situations that triggered a specific teacher emotion, whereas Cross and Hong (2012) considered teacher emotions as a result of individual interactions with various ecological environments. Among them, Chen (2021) utilized the cutting-edge Preferred Reporting Items for Systematic Review and Meta-Analysis method to examine how teacher emotions were influenced by personal, contextual, and emotional capacity, with personal factors including knowledge, values, professional beliefs, and so on, contextual factors consist of policy, sociocultural, organizational, and stakeholder factors, and emotional capacity including emotional labor strategies, emotion regulation, and emotional intelligence.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, researchers all over the world are interested in teachers’ emotions. They have investigated various categories, antecedents, and consequences of teacher emotions ( Frenzel et al, 2009b ; Bahia et al, 2013 ; Aldrup et al, 2017 ; Taxer et al, 2019 ; Buric et al, 2020 ; Martínez-Sierra et al, 2022 ; Panadero et al, 2022 ; Tao, 2022 ). As research on teacher emotions has advanced and deepened, researchers have realized that teachers develop emotions within person–event interactions under different environments ( Schutz et al, 2006 ).…”

Section: Introductionmentioning

confidence: 99%

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

Lei

Kong

et al. 2022

Front. Psychol.

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Teacher emotions are essential for teaching effectiveness and teachers’ professional development. Studying teacher emotions during a program in today’s world is crucial, where teachers are commonly involved in professional development programs. From an ecological perspective, this study employed a case study method to examine the emotions of two Chinese high school mathematics teachers in a 4-year teaching improvement program. Semi-structured interviews, teacher emotion logs, researcher memos, and informal dialogues were all used to collect data. This study aimed to better understand the emotions that Chinese high school mathematics teachers developed and the processes that generated them in their interactions with various ecosystems within a specific professional development program overlay. The study’s findings revealed that the two teachers triggered 65 emotions in their interactions with the various ecosystems over 4 years—A describing 51 and B describing 46—with an overall predominance of positive emotions. They triggered the broadest range of emotions in the mesosystem, particularly during interactions with program companions. During the early, medium, and late stages, their internal psychological factors and interactions with each system changed, resulting in significant changes in their emotions. They all went through phases of mixed sadness and happiness, ending in a state of delight and calmness. Finally, we recommended teachers’ professional development based on the study’s findings.

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The effect of food tourism experiences on tourists' subjective well-being

Yang,

Liu,

2024

Heliyon

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Which Situations Trigger Emotions of Secondary School Mathematics Teachers?

Cited by 8 publications

References 41 publications

Pattern and Dynamics of Teacher Emotions during Teaching: A Case Study of a Senior Secondary Mathematics Teacher

Pattern and Dynamics of Teacher Emotions during Teaching: A Case Study of a Senior Secondary Mathematics Teacher

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

The effect of food tourism experiences on tourists' subjective well-being

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