Connected by emotion: Teacher agency in an online science education course during COVID-19

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Guopeng Fu, Anthony Clarke
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引用次数: 0

Abstract

Taking on an agentic perspective, this study employed a digital ethnographic approach to examine a science teacher's emotional experiences in an online graduate science education course during the COVID-19 pandemic. Veronika, the teacher, revealed her feelings of grievance and loss to the graduate course cohort at the advent of large-scale school closures. Her emotions, shared through the online course, connected the members of the cohort to overcome emotional and pedagogical difficulties caused by the pandemic. She received both emotional and professional support from the cohort and designed an environmental related learning activity that centered on fun and connection in science learning. The activity stimulated students’ positive emotions and simultaneously served to reset Veronika's emotions. This study underlined that emotions connect teachers during a social crisis in ways that address obstacles encountered in teaching and learning. Lessons for teacher education include providing space for and acknowledging emotions in teaching, especially in times of stress and the importance of fostering agentic actions, collegiality, and collaboration by explicitly connecting an individual's emotions and beliefs to their professional practice.

情感连接:2019冠状病毒病期间在线科学教育课程中的教师代理
本研究从代理视角出发,采用数字人种学方法考察了一名科学教师在 COVID-19 大流行期间在线研究生科学教育课程中的情感体验。维罗妮卡老师向研究生课程的同学们透露了她在学校大规模关闭时的委屈和失落感。她通过在线课程分享了自己的情感,并将学员们联系在一起,共同克服大流行病造成的情感和教学困难。她得到了同学们的情感和专业支持,并设计了一个与环境相关的学习活动,以科学学习中的乐趣和联系为中心。这项活动激发了学生的积极情绪,同时也重新调整了 Veronika 的情绪。这项研究强调,在社会危机中,情绪会将教师联系在一起,从而解决教学中遇到的障碍。对教师教育的启示包括:为教学中的情感提供空间并承认情感,尤其是在压力时期;通过明确地将个人情感和信念与其专业实践联系起来,促进代理行动、同事关系和合作的重要性。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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