The role of teacher emotions in change: Experiences, patterns and implications for professional development

Saunders, Rebecca B.

doi:10.1007/s10833-012-9195-0

Cited by 115 publications

(140 citation statements)

References 39 publications

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“…Whilst many reported overcoming these negative emotions with support from colleagues and program consultants, one participant noted that these fears prevented her using new practices with certain groups of students -this emotional dimension of the change process should not be ignored by designers of professional development programs. It is not only important to inform teachers that the feelings they encounter are a natural part of any change process (Schmidt and Datnow 2005) but time and space also needs to be built into professional development processes to allow teachers to discuss their emotional experiences and support one and other (Saunders, 2013).…”

Section: Systemic Features That Facilitated or Hindered Teachers' Impmentioning

confidence: 99%

Effectiveness of Research-Based Teacher Professional Development:

Saunders

2014

AJTE

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Section: Systemic Features That Facilitated or Hindered Teachers' Impmentioning

confidence: 99%

Effectiveness of Research-Based Teacher Professional Development:

Saunders

2014

AJTE

Self Cite

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“…There is consensus that teaching has a strongly emotional nature (Scott & Sutton, 2009) and teachers' emotional experiences are an integral part of their thought processes and views of reality. According to some researchers, emotions can even inf luence teacher behavior (Saunders, 2013). Investigating teachers' emotions thus helps us understand their thinking and behavior, which in turn enables a more precise understanding of how to improve instructional quality in educational contexts (Frenzel et al, 2009).…”

Section: Emotions In Teaching and Teacher Educationmentioning

confidence: 99%

“…At this point, it is beneficial to mention a number of empirical studies on the topic. Saunders (2013) observed a group of teachers who underwent a four-year development program aimed at changing their instructional practices. During the program, the teachers mentioned their negative emotions and the impact these emotions had on them.…”

Section: Emotions In Teaching and Teacher Educationmentioning

confidence: 99%

Teachers’ Emotions in Teacher Development: Do They Matter?

Šeďová¹,

Šalamounová²,

Švaříček³

et al. 2017

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“…Saunders (2012) displayed that teachers went through a range of emotions while adopting new educational practices and these emotions affected their instruction in turn. As such, emotions are inseparably linked to individuals' relationships and their environment; that's why, they should be investigated altogether (Saunders, 2012).…”

Section: International Journal Of Languages' Education and Teachingmentioning

confidence: 99%

Teachers' and Students' Sense of Teachers' Emotional and Professional Identity

Varol¹

2017

ijlet

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Emotions are integrated into every sphere of people's lives since they are one of the core elements of human beings. Being in a profession wherein human being is at the very center, teachers experience various feelings at different phases of their practice like happiness, anger, anxiety, satisfaction, shame, pride or love (Hargraves, 2000). Since motivation, performance anxiety and moral development are closely related to teaching context as emotional concepts, the role of emotions in pupils' learning must be kept in mind if we are to understand the complexities that affect our job as educators and to prevent the 'dehumanization' of teaching practice at the extant sociopolitical context (Shapiro, 2010). With these in mind, the aim was to explore teachers' and students' perceptions of teachers' emotional identities and how they are reflected in their practices. The significance of this study lies in associating teachers' emotions with their professional identities, and linking them with students' expectations from teachers. Four teachers and twelve students participated in this qualitative design which elicited data based on semi-structured interviews. Findings were categorized under teachers' perceptions and students' views of their teachers. Generally, teachers were found to be aware of their personal and professional identities and reflected them in their own teaching practices. They could understand that their emotional and professional identity is affected and shaped according to the social and cultural context they work in. Student participants, on the other hand, were aware of their expectations from their teachers and the kind of relationship they must establish with them. In particular, they want academic help from their teachers, but they also appreciate the support of their teachers whenever they need since they have respect in the knowledge and life experience of their teachers. A number of pedagogical implications were drawn which would shed light on teaching practices to make them compatible with students' needs.

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The role of teacher emotions in change: Experiences, patterns and implications for professional development

Cited by 115 publications

References 39 publications

Effectiveness of Research-Based Teacher Professional Development:

Effectiveness of Research-Based Teacher Professional Development:

Teachers’ Emotions in Teacher Development: Do They Matter?

Teachers' and Students' Sense of Teachers' Emotional and Professional Identity

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