Make my day! Teachers’ experienced emotions in their pedagogical work with disengaged students

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2020-12-01 DOI:10.2478/jped-2020-0009

Marieke Fix, H. Ritzen, W. Kuiper, J. Pieters

引用次数: 1

Abstract

Abstract The present study researched teachers’ emotions related to their pedagogical work with disengaged students. The aim of the study was to investigate teachers’ emotions experienced during classroom practice and how emotions were related to their perceived well-being. Based on the literature, we assumed that teachers’ perceived well-being was affected by the emotions in their classroom practice through their feelings of autonomy, competence and relatedness. Data were collected using qualitative methods. In our results, we reported that teachers experienced mixed emotions elicited by interactions with students, student learning, colleagues and the programme. We determined the characteristics of classroom practices that contribute positively to teachers’ perceived well-being as well as characteristics that diminish teachers’ perceived well-being. Implications for practice are discussed.

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让我开心!教师在疏离学生教学工作中的情感体验

摘要本研究研究了教师对非投入学生教学工作的相关情绪。本研究的目的是调查教师在课堂实践中所经历的情绪，以及情绪如何与他们的感知幸福感相关。基于文献，我们假设教师的感知幸福感通过自主性、能力感和亲缘感受到课堂实践情绪的影响。采用定性方法收集资料。在我们的研究结果中，我们报告了教师在与学生、学生学习、同事和项目的互动中产生的复杂情绪。我们确定了课堂实践对教师感知幸福感有积极贡献的特征，以及降低教师感知幸福感的特征。讨论了对实践的启示。

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

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.