Sociological Research on Teachers’ Emotions: Four Approaches and the Shared Themes

Tsang, Kwok Kuen

doi:10.5296/jsr.v6i2.8749

Cited by 5 publications

(3 citation statements)

References 76 publications

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“…It has been revealed that most teachers all around the world feel negative in language learning classrooms, so it can be proposed that teachers’ emotions should go beyond emotional issues and should turn into social aspects. Thus, sociology can be considered as an agenda to be aware of the social foundations of teachers’ feelings ( Tsang, 2015 ). Lacking constructive emotions, teachers may not be interested or motivated to develop students’ academic, social, and emotional progress ( Day and Qing, 2009 ).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms

Sun

2021

Front. Psychol.

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The emergent respect for the prominence of engagement in the present education has made it one of the most widespread inquiry issues that it has been regarded as the ultimate target of learning. In the language teaching field, the idea of student activities for learning is intensely rooted in the prevailing standards of effective language learning, which considers language communication and interaction as analytical for language improvement. Moreover, teachers as center of learning process is the most prominent research attention, and teachers play a key role in regulating the education process as well as students’ learning achievement. However, there is an absence of research which have considered teachers’ care and praise among all positive interpersonal behavior and its significant effect on students’ engagement. So, the present review attempts to focus on teacher care and praise, and their effects on student engagement in EFL classrooms. Subsequently, some implications are presented to clarify the practice of teachers, students, teacher educators, and materials developers.

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Section: Introductionmentioning

confidence: 99%

The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms

Sun

2021

Front. Psychol.

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“…During the past 30 years, researchers have predominantly used empirical studies (138, 89.61%) (e.g., Chen, 2017; Shami et al, 2017) which explain the substantial increase over the last 10 years. As noted, although being relatively small, a promising trend with regard to an increased number of conceptual/commentary studies (e.g., Miyagamwala, 2015; Tsang, 2015) were located in our review that somewhat balanced the wide range of article types. However, it also identified few expected review papers in Asia especially in the near future.…”

Section: Discussionmentioning

confidence: 82%

Research Review on Teacher Emotion in Asia Between 1988 and 2017: Research Topics, Research Types, and Research Methods

Chen

2019

Front. Psychol.

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Background: Studies on teacher emotion have steadily become more prominent. However, it has been observed that scholarship on teacher emotion has been dominated by contributions from Western societies. In the absence of a critical mass of empirical research generated from within the region such as Asia, lack of knowledge and capacity to inform policy and practice in teacher education and evaluation mechanism. Methods: The current study sought to mirror the patterns of knowledge production in teacher emotion in terms of research topics, types, and methods and how they have evolved over time in Asia between 1989 and 2018. By using a descriptive quantitative analysis approach, we review a corpus of 154 articles on teacher emotion published in peer-review journals in Asia. It began with a systematic search in seven widely used electronic databases for abstracts of potentially relevant studies. Results: As observed, the trend represents a sea change in the volume of publications in Asia although the overall volume of research is still relatively low. Results also identify that although quantitative methods were most commonly used, the findings reveal a more balanced distribution since 1993. Furthermore, the use of qualitative and mixed methods of research has undergone a marked increase in the past 10 years. However, as the majority of articles were exploratory-oriented, intervention and experimental studies were largely lacking, which resulted in the ‘so-what' story being missing. Conclusions: A functionalist perspective suggests that knowledge production in teacher emotion research in Asia is either at the late first stage or the emerging second stage. Recommendations have been provided based on the major results and challenges.

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“…Fried, Mansfield and Dobozy (2015) argues that, when teachers employ emotion regulation in classroom setting, it could help them to improve positive emotions and reduce negative emotions. Tsang (2016) proposed two strategies that can be adopted by teachers to manage their emotions in the classroom setting, one strategy is surface acting and other is deep acting, thus surface acting can help teacher to reduce what could be expected in a particular situation in class regardless teacher's real emotions towards student, while deep acting help to change teacher feeling to match with appropriate emotional display in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding Pre-service Teachers’ Emotion Experience During Teaching Practice in Tanzania: Causes, Management Strategies and the Impacts in Teaching

2020

JEP

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Teacher's emotions serves as a central aspect of teachers' life as it govern classroom interactions and have a significant impact on students' learning. There are various factors that are associated with causing emotions and influencing teacher emotions like individual expectations, working environments or interaction patterns between sides. Given this, the study was structured to understand pre-service teachers' emotional experience during teaching practices. Specifically, the study sought to examine the causes, management strategies and its impact in the process of teaching and learning. Data were collected from 87 participants who were pre-service teachers who had been in teaching practice for eight weeks. The quantitative data collected were analysed by using MS excel 2007 and presented in descriptive statistics while qualitative data were analysed by using thematic analysis and supported with direct quotes. The findings show that pre-service teachers experienced emotions when their expectations about students' performances and active engagement were not met as well as when they achieved their goals of creating active learning environments. In situations that generated negative emotions, pre-service teachers sought advice from experienced teachers, they engaged in refreshing activities like listening to music, playing games or in classroom situations they were flexible to change to more interesting and engaging methods. The findings further revealed that impact of emotional experience is in two folds. On one side teachers become motivated to try new innovation and creativity when they experience positive emotion while on the other side they become discouraged when they experience negative emotions. Based on these findings, it is recommended that more studies on emotional dissonance should be conducted to help broader understanding of teacher emotions and how they can help improve their teaching.

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Sociological Research on Teachers’ Emotions: Four Approaches and the Shared Themes

Cited by 5 publications

References 76 publications

The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms

The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms

Research Review on Teacher Emotion in Asia Between 1988 and 2017: Research Topics, Research Types, and Research Methods

Understanding Pre-service Teachers’ Emotion Experience During Teaching Practice in Tanzania: Causes, Management Strategies and the Impacts in Teaching

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