Exploring Teachers’ Emotions via Nonverbal Behavior During Video-Based Teacher Professional Development

Abstract

Increasing research on teacher professional development (TPD) has found teachers' self-reflection to be key for improving teaching effectiveness. Although video methodology, as often used in TPD, provides crucial insight concerning situated learning, teachers are often reticent to participate in TPD protocols due to discomfort over being videotaped. This longitudinal study explored emotion-related behaviors by assessing the nonverbal expressions exhibited by teachers during a 1-year videobased TPD program highlighting salient contributors to productive classroom dialogue. Six teachers were observed regarding bodily motion, facial expression, and eye contact, with results obtained across four workshops coded according to five types of emotions. The emotions of shame, defensiveness, and distraction appeared more often than did laughter and surprise, with the negative emotions found to decrease over time. This study highlights the importance of longitudinally evaluating teachers' emotional expressions during video-based TPD activities and continued efforts to encourage teacher participation in these pedagogical training opportunities.

Taking in the complete picture: Framing the use of 360-degree video for teacher education practice and research

“…Affective state can be a critical mediator of teachers' attention, motivation and cognitive participation influencing how they engage in TPD type activities, including those which involve viewing of video from their own classrooms (Pekrun, 2006;C.-F. Chang et al, 2018). We have not been able to locate any studies on teachers' emotional responses to 360-degree video of their own classrooms.…”

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

“…Previous research has focused on the emotions generated by teachers' interactions with partners in PD (Borko et al, 2008;10.3389/fpsyg.2022.1033988 Frontiers in Psychology 04 frontiersin.org Kleinknecht and Schneider, 2013;Parr and Hawe, 2017;Chang et al, 2018), with the interactions primarily taking the form of video-based teaching observation, discussion, and reflection. For example, Kleinknecht and Schneider (2013) showed that othersviewing corresponds to a more profound analysis of problematic events and higher emotional engagement, such as disappointment and anger, in their study of five pairs of mathematics teachers independently analyzing teaching video processes in a web-based environment.…”

“…The findings also revealed that self-viewing necessitates more pre-existing scaffolding than others-viewing. In contrast, the emotions generated by teacher–mentor interactions have piqued the interest of only a few scholars ( Chang et al, 2018 ; Sun and Yang, 2021 ). Sun and Yang (2021) found in their study that teachers in PD felt confident when they received expert guidance and felt anxious when they believed they could not perform well.…”

“…This distinction is necessary from a research perspective. Because teacher identity develops after participating in a PD program, shifting from custodians or imparters of existing knowledge to learners of content knowledge or pedagogical knowledge that PD points to, the disruption and reconstruction of identity bring new emotions ( Kleinknecht and Schneider, 2013 ; Chang et al, 2018 ), such as vulnerability ( Yoo and Carter, 2017 ). Furthermore, in PD programs, teachers’ interactions with mentors and companions are also more different from those of colleagues and administrators at the school level; rich and particular emotions can arise from these interactions ( Borko et al, 2008 ; Kleinknecht and Schneider, 2013 ; Chang et al, 2018 ; Weddle et al, 2019 ).…”

What can multimodal data tell us about online synchronous training: Learning outcomes and engagement of in-service teachers

“…In the field of teacher professional development, we found that more and more research is focusing on teachers' learning processes, especially incorporating physiological and psychological data. For example, Chang et al (2018) explored teachers' emotional experiences by coding the nonverbal expressions of their recorded videos. Wolff et al (2016) investigated differences in how expert and novice teachers perceive problematic classroom scenes with eye-tracking technology.…”