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Sometimes My Teaching Just Flows: Emerging Research on Teachers’ Emotions and Motivation
Sun, April 15, 12:25 to 1:55pm, Vancouver Convention Centre, Floor: Third Level, West Room 304Session Submission Type: Symposium
Abstract
Educational research is only starting to acknowledge that teacher emotions and motivation are highly relevant for teacher emotional well-being, retention, and early drop-out, and that they might impact student outcomes (Butler, 2011; Meyer, 2011; Schutz&Zembylas, 2009). The purpose of this session is to present new empirical research on teacher emotions and motivation. The symposium features scholars from Canada, Germany and the UK, who use quantitative, qualitative and mixed methods. Each contribution aims to gain a deeper understanding of the prevalence, development and correlates of teacher emotions and motivation and their interrelatedness. Robert Klassen will discuss the contributions on the basis of his expertise in mixed-method classroom research, and building on his own theoretical contribution to the field of teacher affect.
Sub Unit
Chairs
Papers
The Teaching Emotions Scales: A New Self-Report Instrument for Assessing Teacher Enjoyment, Anger, and Anxiety - Anne C. Frenzel, University of Augsburg; Thomas Goetz, University of Konstanz; Reinhard Pekrun, University of Essex; Lia Marie Daniels, University of Alberta
The Context Specificity of Teachers’ Emotional Experiences - Betty Becker-Kurz, Betty Becker-Kurz Leopoldstraße 14; Anne C. Frenzel, University of Augsburg
Do Emotionally Exhausted Teachers Really Feel So Bad? The Role of Emotional Exhaustion in Self-Reported State and Trait Emotions of Teachers - Melanie M. Keller, University of Konstanz; Thomas Goetz, University of Konstanz; Jason L. Ringo, McGill University; Eva Becker, University of Konstanz
Student Teachers’ Reflection During Teaching Practicum: A Diary Study - Minjeong Song, University of Oxford; Lars-Erik Malmberg, University of Oxford
From Preservice to Practicing Teacher: Considering the Stability of Personal and Classroom Goals - Lia Marie Daniels, University of Alberta