Savoring para Docentes: Experiências, Processos e Estratégias Formativas

Abstract

RESUMOA profissão docente revela indicadores de mal-estar e neste contexto a auto-regulação das emoções negativas tem merecido estudo teórico e empírico, faltando no âmbito da psicologia positiva emergente estudar-se modelos de regulação das emoções positivas, como por exemplo o modelo de Savoring proposto Bryant e Veroff (2007). Este trabalho teve como principais objetivos: explicar o conceito de savoring no âmbito do Modelo de Savoring de Bryant e Veroff (2007), caracterizar, no contexto da docência, as principais estratégias de savoring desenvolvidos a partir do Ways of Savoring Checklist (WOSC) e discutir a aplicação do savoring ao âmbito da formação de professores. Considerando o material levantado afirma-se a importância da regulação emocional promovida pelo modelo de savoring e a sua aplicação ao contexto docente, parecendo fundamental que a formação de professores promova a construção de estratégias de savoring que tenham efeitos na qualidade de vida dos docentes. Seria, igualmente importante, testar em contexto real a eficácia de um programa de desenvolvimento de estratégias de savoring e o seu impacto no bem-estar dos docentes. Palavras-chave: savoring; estratégias de savoring; modelo de savoring; formação de professores. SAVORING FOR TEACHERS: EXPERIENCES, PROCESSES AND TRAINING STRATEGIES ABSTRACTThe teaching profession reveals indicators of malaise and in this context the selfregulation of negative emotions has received theoretical and empiric study, missing in the emerging positive psychology the study of models of the regulation of positive emotions, such as the model of Savoring proposed by Bryant and Veroff (2007). This study had two main objectives: to explain the concept of savoring under the Model of Savoring by Bryant and Veroff (2007), to characterize, in the context of teaching, the main strategies of savoring developed from the Ways of Savoring Checklist (WOSC), and to discuss the application of savoring in the context of teacher education. Considering the researched material, we affirm the importance of emotional regulation promoted by savoring model and its application to the teaching context, seeming critical that teacher education promotes the construction of savoring strategies that have an effect on the quality of life of teachers. It would be equally important to test in reality the effectiveness of a program to develop strategies for savoring and its impact on the welfare of teachers.

Current Progress and Future Directions for Theory and Research on Savoring

“…Educational researchers have used savoring to foster student creativity (Lee et al, 2016), promote engagement and learning (Chang et al, 2021), reduce anxiety in foreign language classrooms (Jin et al, 2021), weaken the link between perfectionism and student distress (Klibert et al, 2014), and protect teachers from psychological burnout (Picado, 2012). Savoring has also been used as a resource in athletics (Doorley and Kashdan, 2021), and as a mechanism to understand how prayer enhances well-being (Crainshaw, 2014) and how time spent in nature boosts positive emotions (Sato et al, 2018).…”

Future Perspectives on Positive Psychology: A Research Agenda

“…Educational researchers have used savoring to foster student creativity , promote engagement and learning (Chang et al, 2021), reduce anxiety in foreign language classrooms (Jin et al, 2021), weaken the link between perfectionism and student distress (Klibert et al, 2014), and protect teachers from psychological burnout (Picado, 2012). Savoring has also been used as a resource in athletics (Doorley and Kashdan, 2021), and as a mechanism to understand how prayer enhances well-being (Crainshaw, 2014) and how time spent in nature boosts positive emotions (Sato et al, 2018).…”