From disciplinary enthusiasm to soulless tasks: norms behind computing educators' emotion display

Computing educators' emotion display is regulated by various norms and conventions. These (unwritten) rules affect which emotions educators feel comfortable expressing to different extents when students can perceive such displays. We draw on emotions and norms literature to investigate higher e...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:European journal of engineering education S. 1 - 43
Hauptverfasser: Grande, Virginia, Kinnunen, Päivi, Barr, Matthew, Peters, Anne-Kathrin, Sabin, Mihaela, Sánchez-Peña, Matilde, Tshukudu, Ethel
Format: Journal Article
Sprache:Englisch
Veröffentlicht: 2025
Schlagworte:
Computer Science with specialization in Computer Science Education Research
computing educator
Datavetenskap med inriktning mot datavetenskapens didaktik
Emotions
faculty
norms
teacher
ISSN:0304-3797, 1469-5898, 1469-5898
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:Computing educators' emotion display is regulated by various norms and conventions. These (unwritten) rules affect which emotions educators feel comfortable expressing to different extents when students can perceive such displays. We draw on emotions and norms literature to investigate higher education computing educators' perceptions of what kinds of norms they have as criteria when considering which emotions they are (not) comfortable showing when teaching. Based on the qualitative content analysis of 22 interviews with computing educators from seven countries, we present various - sometimes connected or conflicting - norms that influence emotion display. These norms comprise moral, national, societal, professional, and affiliation norms that are salient in different ways for different educators. The findings contribute to a more nuanced understanding of various combinations of nested, context-dependent, and partly conflicting norms that guide educators' emotion display, an understanding of educators' work that goes beyond cognitive aspects.
ISSN:0304-3797
1469-5898
1469-5898
DOI:10.1080/03043797.2025.2525314