Exploring antecedents of student teachers' emotions during instructional experiences: A situation-specific analysis.

IF 3.1 2区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Eva Susann Becker, Tina Hascher, Thomas Goetz, Fritz C Staub
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Abstract

Theoretical background: In the area of teacher motivation, the teaching practicum stands out as a pivotal element. The pronounced complexity of teaching during this specific phase may pose an emotional challenge, making the exploration of student teachers' emotions a worthwhile endeavour.

Aims: Based on a theoretical model and rooted in a process-oriented perspective, this diary study examines student teachers' discrete emotions, focusing on proximal (cognitive appraisals) and distal antecedents (classroom conditions) during the teaching practicum while accounting for contextual variables.

Sample: Data were collected from 178 student teachers in Switzerland and Germany and their 3736 school students. Student teachers conducted a six-lesson-teaching-unit within three-weeks of their obligatory teaching practicum (57% had prior teaching experience) and received different levels of support (coaching by peers or cooperating teachers, subject-didactic materials, usual support).

Methods: After three lessons (N = 511), student teachers reported their enjoyment, anger, anxiety and cognitive appraisals (control, value). School students reported on individual perceptions of class discipline and situational interest.

Results: Enjoyment was strongly experienced in 80%, anger in 8% and anxiety in 14% of lessons. School students' situational interest and discipline were weakly related to enjoyment and anger, but not to anxiety. Control appraisals were strongly associated with all emotions. The frequent experience of anxiety and its lack of relation to classroom conditions deviate from findings observed in in-service teachers.

Relevance: Besides strong positive emotional experiences during the teaching practicum, the observed patterns highlight the necessity for targeted support in navigating emotional complexities during the teaching practicum.

探究实习教师在教学经验中情绪的前因:一项情境分析。
理论背景:在教师动机研究领域,教学实习是一个重要的因素。在这一特定阶段,教学的明显复杂性可能构成情感挑战,使探索学生教师的情感成为一项值得努力的工作。目的:本日记研究基于一个理论模型,根植于过程导向的视角,在考虑情境变量的同时,研究了实习教师的离散情绪,重点关注教学实习期间的近端(认知评价)和远端前因(课堂条件)。样本:数据收集自瑞士和德国的178名实习教师及其3736名在校学生。实习教师在其必修教学实习的三周内进行了一个六课的教学单元(57%有教学经验),并获得了不同程度的支持(同伴或合作教师的指导、学科教学材料、日常支持)。方法:在3节课后(511名),对实习教师的快乐、愤怒、焦虑和认知评价(控制、价值)进行报告。学生报告了对课堂纪律和情境兴趣的个人看法。结果:80%的课程体验到强烈的愉悦感,8%的课程体验到强烈的愤怒感,14%的课程体验到强烈的焦虑感。中学生的情境兴趣和纪律与快乐和愤怒有弱相关,而与焦虑无显著相关。控制性评价与所有情绪都密切相关。焦虑的频繁体验及其与课堂条件的缺乏关系与在职教师观察到的结果不同。相关性:除了在教学实习中强烈的积极情绪体验外,观察到的模式强调了在教学实习中导航情感复杂性时有针对性的支持的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.70
自引率
2.70%
发文量
82
期刊介绍: The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education
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