Teachers’ Emotions in Teacher Development: Do They Matter?

J 2017

Teachers’ Emotions in Teacher Development: Do They Matter?

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

Základní údaje

Originální název

Teachers’ Emotions in Teacher Development: Do They Matter?

Autoři

ŠEĎOVÁ, Klára (203 Česká republika, domácí), Zuzana ŠALAMOUNOVÁ (203 Česká republika, domácí), Roman ŠVAŘÍČEK (203 Česká republika, garant, domácí) a Martin SEDLÁČEK (203 Česká republika, domácí)

Vydání

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

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Fulltext Digitální knihovna FF MU

Kód RIV

RIV/00216224:14210/17:00095493

Organizační jednotka

Filozofická fakulta

DOI

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

Klíčová slova anglicky

dialogic teaching; educational communication; teacher professional development

Štítky

rivok

Změněno: 18. 12. 2019 08:53, Mgr. Igor Hlaváč

Anotace

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.

Návaznosti

GA17-03643S, projekt VaV

Název: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Grantová agentura ČR, Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Citovat

ŠEĎOVÁ, Klára, Zuzana ŠALAMOUNOVÁ, Roman ŠVAŘÍČEK a Martin SEDLÁČEK. Teachers’ Emotions in Teacher Development: Do They Matter? Studia paedagogica. Brno: Masarykova univerzita, 2017, roč. 22, č. 4, s. 77-110. ISSN 1803-7437. Dostupné z: 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 a Martin SEDLÁČEK. Teachers’ Emotions in Teacher Development: Do They Matter? \textit{Studia paedagogica}. Brno: Masarykova univerzita, 2017, roč.~22, č.~4, s.~77-110. ISSN~1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2017-4-5.

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