Teachers' Positive Emotions "Broaden and Build" Their Efficacy to Implement Professional Development

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-1 - Affect and Embodiment in Professional Development

Abstract

Emotions are inseparable from cognition and behavior, especially in times of change. Surprisingly, teachers’ emotions during professional development have rarely been studied. Understanding the intersections of emotions and teacher learning may inform our understanding of why teachers do or do not implement what they learn in professional development as well as contribute to theories about the connection between emotions and actions. Teaching in a random sample of Texas schools, participants (n=136) responded to an online questionnaire about their efficacy and emotions while teaching and in their most recent professional development experience. Positive emotions during professional development were strongly predictive of efficacy to implement professional development, after accounting for all other variables. Implications for those organizing professional development are discussed.

Authors

• David J. Osman, The University of Texas - Austin

• Danika Maddocks, The University of Texas - Austin

• Jayce R. Warner, The University of Texas - Austin

• Diane L. Schallert, The University of Texas - Austin