Teachers’ emotional experiences in professional development: Where they come from and what they can mean

Gaines, Rachel E.; Osman, David; Maddocks, Danika L. S.; Warner, Jayce R.; Freeman, Jen L.; Schallert, Diane L.

doi:10.1016/j.tate.2018.09.008

Cited by 33 publications

(26 citation statements)

References 63 publications

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“…Teachers may not strictly partition the personal and professional on Instagram in part because sharing more of who they are on a personal level could invite more emotional support. Furthermore, professional spaces that feature the positive emotions that can emerge from personal interactions and affective exchanges may also be spaces in which teachers are more willing to engage with new ideas and perspectives ( Gaines, Osman, Maddocks, & Warner, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

How and why are educators using Instagram?

Carpenter

Morrison

Craft

et al. 2020

Teaching and Teacher Education

161

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Social media are commonplace in many educators’ lives, but their Instagram activities have received no prior attention in the empirical literature. We therefore created and disseminated a survey regarding educators’ Instagram use. Analyses of 841 responses suggested participants were generally intensive users of Instagram who engaged in the exchange of both professional knowledge and wisdom, as well as affective support. In addition to identifying benefits to Instagram use, some participants offered critiques of Instagram’s professional utility. We discuss the implications of these findings for educators’ work in a digital era and the future of research on educators’ social media activities.

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Section: Discussionmentioning

confidence: 99%

How and why are educators using Instagram?

Carpenter

Morrison

Craft

et al. 2020

Teaching and Teacher Education

161

View full text Add to dashboard Cite

show abstract

“…This approach has had some success (e.g., Borko, Koellner & Jacobs, 2014;Hofstein, 2005;York-Barr & Duke, 2004), but it is not uncommon for teachers to acquire content and pedagogical content knowledge, yet experience obstacles in their path to becoming leaders or master-teachers. Some refrain because they do not feel obliged to do so; others feel they are not properly qualified or lack leadership skills or self-confidence to mentor their colleagues, and some experienced unpleasant emotions during the PD period (Dawkins & Dickerson, 2007;Gaines et al, 2019;Harrison Berg et al, 2014).…”

Section: The Need For Teaching Leadership Skillsmentioning

confidence: 99%

From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers

Abramovich¹,

Miedijensky²

2019

HES

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A three-stage professional development (TSPD) model for training experienced teachers to become teachers" leaders is presented here, along with a study assessing its value. The three stages of the model are: a "basic training" stage, a "master-teacher" stage, and an "independent implementation" stage. This qualitative study included open questionnaires and interviews of participants and course leader after the various stages. Statements were classified accordingly to three main themes: "teachers as pedagogues", "teachers" involvement in environmental science (ES) community", and "teachers" as leaders". Results show that participating in the TSPD course enabled teachers to unify into one coherent community with similar goals, increased their self-confidence, empowered them as teachers by improving classroom function, and intensified their abilities to act as teachers" leaders. This model, although tested on environmental science teachers, is applicable to any teacher community.

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“…According to Hargreaves (1998:835), emotions lie "at the heart of teaching," and are fundamental to teaching and learning (Becker, Goetz, Morger, & Ranellucci, 2014: 16;Hargreaves, 1998:835). An understanding of the nature of emotions within the school context is therefore essential (Gaines et al, 2019). This is especially true in divided societies where "history is closely tied to the emotions associated with national identity and collective belonging" (McCully, 2012:148) and where complex topics, like racism, apartheid, colonialism, human rights and equality are embedded in the History curriculum (Wassermann & Bentrovato, 2018).…”

Section: Emotion In Holocaust Educationmentioning

confidence: 99%

Emotions in holocaust education - the narrative of a history teacher

Gouws¹

2019

Y&T

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Emotion is an integral part of Holocaust education and inculcating empathy in learners is a well-used pedagogical tool to encourage learners to connect with the victims. This is necessary because of the vast number of victims who died at the hands of the Nazis and their collaboratorssix million Jews and five million non-Jews. These numbers are generally difficult to comprehend and there can be a tendency to crush thoughts of all the victims together into a single unit, say, the six million, rather than embrace the thought of six million individuals. To help learners relate better to the Jewish victims and survivors, the personal stories of individuals are often told to personalise the Holocaust. This is a tool used in both schools and museums by history teachers and museum educators. Teaching the Holocaust is not a dispassionate, disconnected experience for history teachers. They are often personally affected whether to a greater or lesser degree, and both their teaching and understanding of the Holocaust are often linked to their personal stories. This article is based on the story of one history teacher, whose personal story shaped her Holocaust pedagogy and philosophy when she taught about the Holocaust. The Holocaust is included in the national history curriculum for Grade 9 and 11 learners in the South African school curriculum. Within a qualitative, narrative inquiry framework, the article discusses the personal story of Florence, a Coloured South African history teacher. Along with her family, she did not personally experience apartheid trauma, as many other current South African history teachers did, nor did her family have any personal connections to World War II Europe. Florence simply drew on her personal experiences as a young girl growing up in a lower middle-class family to formulate her own pedagogy with which to teach the Holocaust and engender empathy in her learners. She did this by including techniques such as visualisations to create a certain mood in the classroom before embarking on teaching what, to her, was a horrific, evil event, and to ensure that the learners did not take what they were going to hear lightly. Her methodology was devised to inculcate empathy and enhance depth of understanding.

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Teachers’ emotional experiences in professional development: Where they come from and what they can mean

Cited by 33 publications

References 63 publications

How and why are educators using Instagram?

How and why are educators using Instagram?

From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers

Emotions in holocaust education - the narrative of a history teacher

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