Search results for: Emotions
Page 2/4 40 items
This article aims to guide language teacher educators to address novice teacher emotion systematically in the learning-to-teach experience. The authors used a scheme of a complete orienting basis of the action (SCOBA) to orient language teacher educators as they respond to novice teacher emotions in the activity of journal writing. This analysis demonstrates that emotional content is pervasive in this novice teacher’s journals, and that her emotions are tied to her perezhivanie and her thinking about and activity/outcomes of her teaching. The authors argue that the SCOBA highlights that teacher expression of emotion is intertwined with cognition and activity as part of the developmental process of beginning teachers, and can be addressed in mediation.
Updated: Mar. 03, 2015
This article has tried to describe the general perceptions of student teachers regarding four major dimensions of their teaching practice: (i) learning and supervision; (ii) professional and institutional socialisation; (iii) emotional and physical impact; and (iv) career aspects. The findings reveal that the participants perceive teaching practice is perceived as a particularly stressful and demanding period, which involves considerable amounts of distress, changes in psycho-physiological patterns and an increasing sense of weariness and ‘vulnerability’. Despite these difficulties, data also reveal student teachers’ positive perceptions regarding their growing knowledge and skilfulness, their increasing sense of efficacy, flexibility and spontaneity in their performance and interactions, as well as the awareness of having achieved reasonable levels of acceptance and recognition amongst the school community.
Updated: Nov. 18, 2014
This research set out to examine the contribution of narrative analysis of a hidden story to the potential reassessment of the narrator’s self and identity. The phenomenon of ‘hidden stories’ is presented here through an exemplary story told by a woman teacher, who revealed it for the first time in a seminar work, employing narrative analysis to examine its long-term effect on her. The findings reveal how narrative analysis facilitated the teacher's in-depth understanding of her identity at different life stages, thereby enabling her to reconstruct it anew. The story of the autobiographical event and its analysis helped the teacher not only to free herself from the difficult event that she had undergone as a young pupil, and had hidden for such a long time, but also to confront it face to face and conduct a deep internal dialogue with it.
Updated: Jun. 09, 2014
The purpose of this study was to examine the various representations of the author's development as a beginning teacher educator offered through his methodology of self-study through narrative inquiry. Analysis of these narratives revealed how certain ongoing, and at times paradoxical, tensions influenced the author's thinking about his initial practices as a teacher educator. At the same time as he was refining his vision for social studies and coming to understand the potential significance of his teaching, he was also, sometimes paradoxically, exhibiting fear of regression in his work, displaying apathy or exhaustion, exhibiting frustration and restlessness, and struggling to navigate interpersonal relationships with his students.
Updated: Jan. 14, 2014
Exploring the Emotional Geographies of Parent–Teacher Candidate Interactions: An Emerging Signature Pedagogy
This article explores preservice teachers’ emotional responses to simulated parent–teacher conferences. This article examines data collected during the teachers’ post-simulation debriefings, focusing specifically on their emotional responses to their interactions with standardized parents across six distinct parent conferencing contexts. The post-simulation data reflect the emergence of emotional geographies between teacher candidates and standardized parents as they engage in simulated parent–teacher conferences. The data provide evidence of candidates’ wrestling with a professional geography. Furthermore, teacher candidates report being frustrated and angry with themselves as they immediately experience an expansion of their moral geography.
Updated: Oct. 09, 2013
In the current paper, the author traced an English as a foreign language (EFL) teacher’s professional development by examining her narrative and identifying the transformation of her awareness or kizuki. The term Kizuki in Japanese culture implies a sudden feeling of inner understanding of a phenomenon and can be roughly translated as ‘becoming aware of’, ‘noticing’ or ‘realizing’. To show how powerful and important the concept is for teacher development in the Japanese context, the author studied team‐taught project‐based EFL learning in a Japanese junior high school for nine months.
Updated: Aug. 29, 2012
This article examines the learning strategies and learning-related emotions of German teacher trainees. Characteristics of German teacher trainees are identified through comparisons with German students on educational science course, and through comparisons with Swedish teacher trainees. It was found that there are national differences between German and Swedish teacher trainees.
Updated: Dec. 20, 2011
Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about their Students, their Colleagues and their Work
The current article describes a study that examined what emotions the experienced EFL teachers perceive in their work and the implications this has for their development. Nine university EFL teachers in Tokyo participated in the study. It was found that amongst these experienced teachers the two ‘positive’ emotions of liking and caring for students were especially common. However, the teachers expressed negative emotions regarding their colleagues and institutions.
Updated: Nov. 29, 2011
Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers’ Difficulties and Emotions towards a New policy Initiative
This article looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. The findings indicate that most Greek-Cypriot teachers recognized the importance of cultivating peaceful coexistence in schools. However, the survey also documented a significant lack of readiness and willingness to implement the new objective, coupled with doubts regarding its feasibility.
Updated: Nov. 17, 2011
Student Teachers’ Situated Emotions: A Study of How Electronic Communication Facilitates their Expression and Shapes their Impact on Novice Teacher Development during Practice Placements
The purpose of this study was to find out how pre‐service student teachers expressed emotions through ubiquitous computing; meaning the use of mobile devices to facilitate wireless and seamless communications and data applications. The authors also explore how the use of electronic communication devices affects novice teachers' experiences and practices.
Updated: Jul. 26, 2011