Teacher emotion research : introducing a conceptual model to guide future research

This article reports on the development of a conceptual model of teacher emotion through a review of teacher emotion research published between 2003 and 2013. By examining 82 publications regarding teacher emotion, the main aim of the review was to identify how teacher emotion was conceptualised in...

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Vydané v:Issues in educational research Ročník 25; číslo 4; s. 415 - 441
Hlavní autori: Fried, Leanne, Mansfield, Caroline, Dobozy, Eva
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Perth Western Australian Institute for Educational Research Inc 01.01.2015
Predmet:
Accountability
Affective behaviour
Classrooms
Cognition & reasoning
Cultural Influences
Educational Environment
Educational Research
Emotional Response
Emotions
Influence
Learner Engagement
Learning
Literature Reviews
Physiology
Political Influences
Psychological patterns
Researchers
Social Influences
Student Development
Teacher behaviour
Teacher Characteristics
Teacher Educators
Teachers
Teaching
ISSN:1837-6290, 0313-7155, 1837-6290
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Shrnutí:This article reports on the development of a conceptual model of teacher emotion through a review of teacher emotion research published between 2003 and 2013. By examining 82 publications regarding teacher emotion, the main aim of the review was to identify how teacher emotion was conceptualised in the literature and develop a conceptual model to illustrate the findings. Interestingly, few articles explicitly defined 'emotion' or 'teacher emotion' but described the functions of emotion (such as providing information) and influences on emotion (such as personal characteristics), so these were also used to build the conceptual model. The literature also highlighted the complexities of emotion, with implications for how teacher emotion should be studied. The model proposed aims to clarify how emotion research has been conceptualised within education research contexts. [Author abstract]
Bibliografia:Refereed article. Includes bibliographical references.
Issues in Educational Research; v.25 n.4 p.415-441; 2015
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ISSN:1837-6290
0313-7155
1837-6290