Teachers’ Emotions in Teacher Development: Do They Matter?

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.

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

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Czech Republic
• Confidentiality degree: is not subject to a state or trade secret
• WWW: 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
• Tags: rivok

Abstract

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