This work investigated the processes of teacher informal learning focused on building positive teacher-pupil interaction. The conceptual framework "Teacher professional agency for learning" was merged with the "Teaching through interaction" model to compound the exploratory framework of this study: Teachers learn by interacting. Teachers first reported their professional agency through a survey. Next, five high scoring teachers were selected for interview. Final participants accounted being motivated and confident of improving their relationships with pupils and reported using diverse learning strategies to improve teacher-pupil interactions. The teachers revealed the need to be authentic to build positive relationships with pupils. This study contributes to the area of teacher learning by addressing transferable strategies that support everyday teacher practices and professional development.
The current study aimed to explore primary schoolteacher’s emotional stress-coping strategy and to examine its possible relationships with stressful situations caused by pupils’ misbehaviours in Finland context. A total of 12 items in four subscales with second-order model was the most appropriate structure to understand teachers’ emotional coping strategy. In the student-related stressful situations, the most relevant emotional coping strategies were religion/mindfulness,social support from family members, and self-blame. In addition, when teachers use self-blame to acknowledge their stressful emotions, they use another emotional strategy simultaneously, and vice versa. Those results showed significance of future studies on understanding more effective emotional strategies for student-related stress and investigating how teachers use several types of emotional coping strategies coincidently.
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