Advances in Teacher Emotion Research - The Impact on Teachers' Lives
von: Paul A. Schutz, Michalinos Zembylas
Springer-Verlag, 2009
ISBN: 9781441905642
Sprache: Englisch
384 Seiten, Download: 2884 KB
Format: PDF, auch als Online-Lesen
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| Advances in Teacher Emotion Research | 2 | ||
| Title Page | 3 | ||
| Copyright Page | 4 | ||
| Foreword: Performance, Pedagogy and Emotionality | 5 | ||
| References | 7 | ||
| Contents | 8 | ||
| Contributors | 11 | ||
| Part I Introduction | 15 | ||
| Chapter 1 | 16 | ||
| Introduction to Advances in Teacher Emotion Research: The Impact on Teachers’ Lives | 16 | ||
| References | 23 | ||
| Part II Teacher Emotions in the Context of Teaching and Teacher Education | 25 | ||
| Chapter 2 | 26 | ||
| Teacher Emotions: Well Being and Effectiveness | 26 | ||
| Teacher Emotions and Well Being | 29 | ||
| Stories of Three Teachers | 30 | ||
| Declining Well Being in an Unsupportive Environment | 31 | ||
| Career Advancement and Increased Sense of Well Being: Conditions and Outcomes of Positive Adaptations | 31 | ||
| Well Being Eroded | 32 | ||
| Support and Recognition: Well Being Restored | 33 | ||
| Sustaining a Sense of Well Being Against the Odds | 34 | ||
| Managing Teacher Well Being: The Call to Teach, The Management of Change and Organizational Identity | 35 | ||
| The Call to Teach | 36 | ||
| The Emotional Management of Change | 38 | ||
| Organizational Identity | 39 | ||
| Conclusion | 39 | ||
| References | 40 | ||
| Chapter 3 | 43 | ||
| Seeking Eudaimonia: The Emotions in Learning to Teach and to Mentor | 43 | ||
| A Word on Happiness | 45 | ||
| Emotion as Judgment | 45 | ||
| Models of Becoming a Teacher | 48 | ||
| Mentors and Mentoring | 50 | ||
| Identities and Emotions | 52 | ||
| Who Am I? Two Case Studies | 53 | ||
| Lyle, a Beginning Teacher | 54 | ||
| Barbara, a New Mentor | 57 | ||
| Conclusion | 60 | ||
| References | 61 | ||
| Chapter 4 | 64 | ||
| Emotion Management and Display in Teaching: Some Ethical and Moral Considerations in the Era of Marketization and Commercializa | 64 | ||
| The Research on Emotion Management in Service Organizations | 65 | ||
| Forms of Emotion Management in Teaching | 69 | ||
| The Determinants of Emotion Management and Display in Teaching | 71 | ||
| The Culture of Teaching | 71 | ||
| Emotion Rules | 72 | ||
| Gender | 73 | ||
| Various Determinants | 73 | ||
| The Potential Effects of Emotion Management in Teaching | 74 | ||
| Concluding Remarks: Teaching Cannot Be Emotionally Labored | 75 | ||
| Suggestions for Future Research | 77 | ||
| References | 78 | ||
| Chapter 5 | 81 | ||
| Entering the Emotional Practices of Teaching | 81 | ||
| The Emotional Practice of Teaching | 83 | ||
| Emotional Understanding | 84 | ||
| Emotional Work and Emotional Labor | 85 | ||
| Emotions and Teacher Identity | 86 | ||
| Emotional Practice in Student Teaching | 88 | ||
| Autonomy: Finding a Space to Teach | 89 | ||
| Competence: Finding Fulfillment in Student Learning | 91 | ||
| Relationships with Students: Caring as Emotional Practice | 94 | ||
| Implications for Future Research and Practice | 96 | ||
| References | 98 | ||
| Part III Student and Teacher Involvement | 100 | ||
| Chapter 6 | 101 | ||
| Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teach | 101 | ||
| The Power of Supportive Relationships with Teachers | 103 | ||
| Teacher’s Implicit Theories of Relationships | 105 | ||
| Judging Problems, Judging Students | 105 | ||
| Primary Appraisals in the Classroom | 108 | ||
| Secondary Appraisals in the Classroom | 111 | ||
| Judging Conflict: Causal Ascriptions, Cultural Synchronization, and Deficit Thinking | 112 | ||
| Emotional Labor/Emotion Work in Student–Teacher Relationships | 113 | ||
| Active and Proactive Coping with Emotions | 115 | ||
| Examining the Emotional Life of “Challenging” Relationships with Students | 117 | ||
| Shyness/Withdraw Students | 122 | ||
| Passive-Aggression and Defiance | 122 | ||
| Hostile-Aggression | 123 | ||
| Underachievement | 123 | ||
| Dramatic Behavioral Change | 124 | ||
| Hyperactivity/Distractibility | 124 | ||
| Immaturity/Peer-Rejection | 125 | ||
| Academic Failure/Low Achievement | 125 | ||
| Understanding Burnout and Compassion Fatigue | 125 | ||
| Implications for Practice and Research | 128 | ||
| References | 130 | ||
| Chapter 7 | 134 | ||
| Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test | 134 | ||
| Antecedents of Teacher Emotions | 135 | ||
| Classroom Goals and Their Appraisals as Antecedents of Teacher Emotions | 136 | ||
| Empirical Evidence of the Link Between Appraisals and Teacher Emotions | 139 | ||
| Consequences of Teacher Emotions: Influences of Emotions on Cognition and Behavior | 140 | ||
| Influences of Emotions on Cognition and Behavior | 140 | ||
| Teacher Emotions and their Effects on Teaching Behavior | 140 | ||
| Empirical Evidence of the Link Between Teacher Emotions and Behavior | 141 | ||
| A Reciprocal Model | 142 | ||
| Two Empirical Studies | 144 | ||
| Study 1: “I was anxious during this lesson” – Frequencies of Enjoyment, Anger, and Anxiety and the Link to Teacher Perceptions | 144 | ||
| Sample and Measures | 145 | ||
| Results | 146 | ||
| Summary and Discussion | 148 | ||
| Study 2: “Our teacher explains things really well” – The Link Between Teacher Emotions and Instructional Behavior | 149 | ||
| Sample and Scales | 150 | ||
| Results | 151 | ||
| Summary and Discussion | 151 | ||
| Conclusions and Implications for Future Research | 152 | ||
| References | 153 | ||
| Chapter 8 | 157 | ||
| Teacher Transactions with the Emotional Dimensions of Student Experiences with Cancer | 157 | ||
| Rules of Evidence and Methodology | 158 | ||
| Rules of Evidence and Database Searches | 159 | ||
| Data and Data Analysis | 159 | ||
| Literature Synthesis | 160 | ||
| Teacher Sense of Purpose, School Climate and Student Engagement | 160 | ||
| Challenges Students with Cancer Face Re-entering School and Teacher Preparedness, Concerns, and Emotions | 162 | ||
| Students Living with Cancer and Their Re-integration into School | 163 | ||
| Teacher Preparedness and Emotion | 165 | ||
| New Directions for Investigation | 167 | ||
| A Phased Line of Research | 168 | ||
| First Phase: The Working Definition | 169 | ||
| Second Phase: Teacher Base-Line Data | 171 | ||
| Third Phase: Wider Data Collection and Networking | 172 | ||
| Closing Thoughts | 173 | ||
| References | 174 | ||
| Chapter 9 | 178 | ||
| Emotional Scaffolding: The Emotional and Imaginative Dimensions of Teaching and Learning | 178 | ||
| The Emotional and Imaginative Dimensions of Teaching | 179 | ||
| Unexpected Emotional Responses | 179 | ||
| Neglect of Emotion and Emotional Responses to Subject Matter Content | 180 | ||
| Pedagogical Content Knowledge | 181 | ||
| Emotional Scaffolding | 183 | ||
| Scaffolding Emotion Through Imagination | 185 | ||
| Examples of Emotional Scaffolding | 187 | ||
| Mathematical Word Problems | 187 | ||
| A Potentially Boring Economics Lesson | 190 | ||
| Two Science Education Examples | 192 | ||
| Concluding Thoughts | 193 | ||
| References | 194 | ||
| Chapter 10 | 198 | ||
| Educational Psychology Perspectives on Teachers’ Emotions | 198 | ||
| Affective Experiences | 199 | ||
| Affective Tendency | 199 | ||
| Social-Historical Influences | 199 | ||
| Individual Influences | 201 | ||
| Core Affect | 203 | ||
| Emotional Episode | 204 | ||
| Appraisals and Emotional Episodes | 204 | ||
| Social Construction of Emotional Episode | 205 | ||
| Emoting Process | 206 | ||
| Frustration: Ms. Bell | 207 | ||
| Anger: Ms. Conway | 207 | ||
| Happiness/Enthusiasm: Ms. Stewart | 208 | ||
| Sadness/Helplessness: Ms. Walker and Ms. Collins | 209 | ||
| Conclusions | 210 | ||
| Implications | 211 | ||
| Reference | 212 | ||
| Part IV Teachers’ Emotions in Times of Change | 216 | ||
| Chapter 11 | 217 | ||
| Surviving Diversity in Times of Performativity: Understanding Teachers’ Emotional Experience of Change | 217 | ||
| Emotions and Vulnerability | 218 | ||
| Vulnerability in Times of Change and Reform | 220 | ||
| The Study | 221 | ||
| Presentation of the Schools | 222 | ||
| Findings | 223 | ||
| Pupils with Perceived “Language Deficiency” | 223 | ||
| Threats to the School’s Reputation | 225 | ||
| Mediating Factors in the Organization and the Individual | 226 | ||
| Mediating Factors in the School as an Organization | 226 | ||
| Individual Sense-Making as a Mediating Factor | 229 | ||
| Conclusion | 231 | ||
| References | 233 | ||
| Chapter 12 | 235 | ||
| Teachers’ Emotions in a Context of Reforms: To a Deeper Understanding of Teachers and Reforms | 235 | ||
| Background of Research on Teachers’ Emotions | 237 | ||
| Understanding Teachers’ Emotions: A Socio-cognitive Framework | 238 | ||
| Teachers’ Professional Identity | 239 | ||
| Situational Demands: The Context of Reforms | 240 | ||
| The Macro Nature of Reforms | 241 | ||
| Micro Nature of Large-Scale Reforms | 243 | ||
| The Case of Lori | 244 | ||
| Concluding Remarks | 247 | ||
| References | 249 | ||
| Chapter 13 | 254 | ||
| Implementing High-Quality Educational Reform Efforts: An Interpersonal Circumplex Model Bridging Social and Personal Aspects o | 254 | ||
| Implementing Professional Development and Reform Efforts: The Role of Teachers’ Emotions | 255 | ||
| An Interpersonal Circumplex Model Bridging Social and Personal Aspects of Teachers’ Motivation | 257 | ||
| Social Support for Intrinsic Motivation: Self-Determination Theory | 259 | ||
| Power of Role Hierarchies | 261 | ||
| A Circumplex Model of Principal–Teacher Interpersonal Interactions | 262 | ||
| A Circumplex Model of Principal–Teacher Interpersonal Interactions | 263 | ||
| Teachers’ Motivations and Emotions: Control-Value Theory | 266 | ||
| Influence of Social Interactions on Individual Motivation | 267 | ||
| Implications and Future Research | 268 | ||
| References | 270 | ||
| Chapter 14 | 273 | ||
| Beliefs and Professional Identity: Critical Constructs in Examining the Impact of Reform on the Emotional Experiences of Teache | 273 | ||
| Reform in Mathematics and Science Education | 274 | ||
| The Role of Beliefs, Identity, Goals and Emotions in Reform-Based Classroom Practice | 275 | ||
| Beliefs | 276 | ||
| Identity | 277 | ||
| Goal | 279 | ||
| Emotions | 280 | ||
| Explicating the Paths | 281 | ||
| Path A | 281 | ||
| Path B | 282 | ||
| Path C | 285 | ||
| Path D | 286 | ||
| Summary | 288 | ||
| Implications for Teacher Education and Professional Development | 289 | ||
| References | 293 | ||
| Part V Race, Gender and Power Relationships | 297 | ||
| Chapter 15 | 298 | ||
| An Exploratory Study of Race and Religion in the Emotional Experience of African-American Female Teachers | 298 | ||
| Rationale for Study | 299 | ||
| Conceptual Frameworks | 300 | ||
| Emotion and Teaching | 300 | ||
| Feeling Rules and Emotion Management | 301 | ||
| Critical Race Theory | 303 | ||
| An Afrocentric Epistemology | 304 | ||
| Method | 305 | ||
| Participants | 305 | ||
| Data Collection and Analysis | 306 | ||
| Findings | 308 | ||
| Emotion Rules | 308 | ||
| Navigating Emotional Landscape | 310 | ||
| Discussion | 315 | ||
| Implications for Research and Teacher Education | 317 | ||
| Appendix | 318 | ||
| Interview Questions | 318 | ||
| References | 318 | ||
| Chapter 16 | 321 | ||
| The Emotionality of Women Professors of Color in Engineering: A Critical Race Theory and Critical Race Feminism Perspective* | 321 | ||
| Race and Gender Demographics in Engineering | 322 | ||
| Racist and Sexist Experiences of Women Faculty of Color | 323 | ||
| Identity as Engineers | 324 | ||
| Emotions, Emotional Labor, and Coping | 325 | ||
| A Critical Race Theory and Feminism Perspective | 326 | ||
| Counterstorytelling | 327 | ||
| Whiteness as Property | 327 | ||
| Critical Race Feminism | 328 | ||
| A CRT and CRF Analysis | 329 | ||
| Context/Participants | 329 | ||
| Data Collection Procedures | 330 | ||
| Data Analysis Procedures | 330 | ||
| Exploring the Counterstories of Women Professors of Color in Engineering | 330 | ||
| CRP and CRF: Challenging the White and Male Identity of Engineering | 335 | ||
| Implications | 337 | ||
| Conclusion | 337 | ||
| References | 338 | ||
| Chapter 17 | 341 | ||
| Emotions and Social Inequalities: Mobilizing Emotions for Social Justice Education | 341 | ||
| Emotions and Social Justice | 343 | ||
| Emotions and Social Justice Teaching: Examples from a Case Study | 347 | ||
| Emotions Related to Social Norms in Larger Context | 347 | ||
| Emotions Related to Interactions with Students Around Curriculum | 349 | ||
| Emotions Related to Ongoing Reflection on Socially Just Teaching | 351 | ||
| Reconceptualizing the Interplay Between Emotions and Social Justice Education | 352 | ||
| Conclusions | 357 | ||
| References | 359 | ||
| Part VI A Future Agenda for Research on Teachers’ Emotions in Education | 362 | ||
| Chapter 18 | 363 | ||
| Research on Teachers’ Emotions in Education: Findings, Practical Implications and Future Agenda | 363 | ||
| Findings and Practical Implications of Research on Teachers’ Emotions | 364 | ||
| Future Agenda on Teachers’ Emotions | 369 | ||
| Conclusion | 371 | ||
| References | 372 | ||
| Author Index | 374 | ||
| Subject Index | 383 |