Using Emotions as Data: A Framework for Supporting Educators’ Well-Being and Improving Professional Practice

Stark, Kristabel; Koslouski, Jessica B.

doi:10.1177/00400599221081039

Cited by 4 publications

(2 citation statements)

References 55 publications

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“…The continued effects of COVID-19 on teaching and learning have highlighted the important role of teachers' emotions in schools (Stark & Koslouski, 2022). Both students and teachers have experienced the grief of losing loved ones, the anxiety of health and financial concerns, and the overall instability of frequent shifts in schedules and routines.…”

Section: Summary and Implicationsmentioning

confidence: 99%

The Emotions of Professional Learning: Considerations for Instructional Leaders

Stark

Koslouski

2022

NASSP Bulletin

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Although instructional leaders increasingly acknowledge the influence of emotion on student learning, the role of emotion in teachers’ professional learning has received less attention. In this conceptual article, we draw on three psychological perspectives—cognitive, organizational, and developmental—to provide instructional leaders with an overview of the role of emotion in professional learning. Given the emotional complexities of teachers’ work, we explain how the affective aspects of learning are particularly salient during teachers’ professional learning opportunities. We provide instructional leaders with recommendations to optimize both the design and implementation of professional learning based on understandings of teachers’ emotions.

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Section: Summary and Implicationsmentioning

confidence: 99%

The Emotions of Professional Learning: Considerations for Instructional Leaders

Stark

Koslouski

2022

NASSP Bulletin

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“…Teaching is an emotionally charged profession, and the role of affect has been discussed in the context of the teaching profession, mostly regarding resilience and teacher wellbeing (Jones & Youngs, 2012;Stark & Koslouski, 2022). Affect and emotion are critically important in the formation of teacher identity (Day & Leitch, 2001;Shapiro, 2010) and the importance of emotion has featured in research on classroom-based practicum experiences (Teng, 2017).…”

Section: Introductionmentioning

confidence: 99%

Affective and emotional experiences in arts-based service-learning environments

Jacobs

2023

IJEE

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Dewey (1938) once wrote that the most effective forms of learning connect intellectual processes with emotion, which is able to inspire curiosity and excite the learner. This paper adds to the body of research that attests to the transformative role of affect in teacher education, which is able to be cultivated through arts-based service-learning experiences. Pre-service teachers at two universities in Sydney, Australia were placed in service-learning settings that were based around participatory experiences in drama and storytelling, music, dance or visual art. The pre-service teachers’ reflections on the placement revealed a transformative experience which combined emotional learning with critical analysis of social justice issues as they relate to education. As part of their placement, they experienced arts engagement that utilised affect and emotion as a transformative pedagogy. They broadened their understanding of the role of teachers, both in an institution and in society. These emerging understandings led them to find voice as advocates, investigate arts education and community projects as alternative career paths and re-evaluate their own perceptions of quality teaching. Some participants continued engaging with the community arts projects after the placement had concluded, and others became advocates for the arts in education and society. Finally, they adopted a critical stance on social justice issues, and shed light on the ways that arts learning service-learning placements can become deeper engagements, leading to sustainable benefits for all parties. Keywords: affect, emotion, arts education, education, creativity

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