Teachers’ Emotions in Teacher Development: Do They Matter?

J 2017

Teachers’ Emotions in Teacher Development: Do They Matter?

ŠEĎOVÁ, Klára, Zuzana ŠALAMOUNOVÁ, Roman ŠVAŘÍČEK and Martin SEDLÁČEK

Basic information

Original name

Teachers’ Emotions in Teacher Development: Do They Matter?

Authors

ŠEĎOVÁ, Klára (203 Czech Republic, belonging to the institution), Zuzana ŠALAMOUNOVÁ (203 Czech Republic, belonging to the institution), Roman ŠVAŘÍČEK (203 Czech Republic, guarantor, belonging to the institution) and Martin SEDLÁČEK (203 Czech Republic, belonging to the institution)

Edition

Studia paedagogica, Brno, Masarykova univerzita, 2017, 1803-7437

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

Fulltext Digitální knihovna FF MU

RIV identification code

RIV/00216224:14210/17:00095493

Organization unit

Faculty of Arts

DOI

http://dx.doi.org/10.5817/SP2017-4-5

Keywords in English

dialogic teaching; educational communication; teacher professional development

Abstract

V originále

This paper examines the emotions that eight teachers experienced during intervention research project on the transformation of their teaching practices. During the program which we designed, the teachers were trained to transform their teaching practices so that they would include more features of dialogic education. In this paper, we analyze data from repeated interviews with teachers who participated in our project. Based on qualitative analysis of our data, we differentiated among four groups of teachers, each with a unique self-understanding. The groups included teachers who were: perfect, eager to learn, in a good mood, and uncertain. Our paper shows that each group experienced specific emotions during the program. The only group that did not experience negative emotions was teachers in a good mood. These teachers also implemented the fewest changes in their teaching practices. Our results thus show that a lack of negative emotions limited the efficacy of teacher development.

Links

GA17-03643S, research and development project

Name: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Czech Science Foundation, On the Relationship between Characteristics of Classroom Discourse and Student Achievement

Citovat

ŠEĎOVÁ, Klára, Zuzana ŠALAMOUNOVÁ, Roman ŠVAŘÍČEK and Martin SEDLÁČEK. Teachers’ Emotions in Teacher Development: Do They Matter? Studia paedagogica. Brno: Masarykova univerzita, 2017, vol. 22, No 4, p. 77-110. ISSN 1803-7437. Available from: https://dx.doi.org/10.5817/SP2017-4-5.

@article{1407933,
   author = {Šeďová, Klára and Šalamounová, Zuzana and Švaříček, Roman and Sedláček, Martin},
   article_location = {Brno},
   article_number = {4},
   doi = {http://dx.doi.org/10.5817/SP2017-4-5},
   keywords = {dialogic teaching; educational communication; teacher professional development},
   language = {eng},
   issn = {1803-7437},
   journal = {Studia paedagogica},
   title = {Teachers’ Emotions in Teacher Development: Do They Matter?},
   url = {http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/1695},
   volume = {22},
   year = {2017}
}

TY  - JOUR
ID  - 1407933
AU  - Šeďová, Klára - Šalamounová, Zuzana - Švaříček, Roman - Sedláček, Martin
PY  - 2017
TI  - Teachers’ Emotions in Teacher Development: Do They Matter?
JF  - Studia paedagogica
VL  - 22
IS  - 4
SP  - 77-110
EP  - 77-110
PB  - Masarykova univerzita
SN  - 18037437
KW  - dialogic teaching
KW  - educational communication
KW  - teacher professional development
UR  - http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/1695
L2  - http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/1695
N2  - This paper examines the emotions that eight teachers experienced during intervention research project on the transformation of their teaching practices. During the program which we designed, the teachers were trained to transform their teaching practices so that they would include more features of dialogic education. In this paper, we analyze data from repeated interviews with teachers who participated in our project. Based on qualitative analysis of our data, we differentiated among four groups of teachers, each with a unique self-understanding. The groups included teachers who were: perfect, eager to learn, in a good mood, and uncertain. Our paper shows that each group experienced specific emotions during the program. The only group that did not experience negative emotions was teachers in a good mood. These teachers also implemented the fewest changes in their teaching practices. Our results thus show that a lack of negative emotions limited the efficacy of teacher development.
ER  -

ŠEĎOVÁ, Klára, Zuzana ŠALAMOUNOVÁ, Roman ŠVAŘÍČEK and Martin SEDLÁČEK. Teachers’ Emotions in Teacher Development: Do They Matter? \textit{Studia paedagogica}. Brno: Masarykova univerzita, 2017, vol.~22, No~4, p.~77-110. ISSN~1803-7437. Available from: https://dx.doi.org/10.5817/SP2017-4-5.

Detailed Information on Publication Record