The Emotional Underbelly of Professional Development: Quantitative and Qualitative Perspectives on Teachers' Experiences During Professional Development

• In Event: Teachers' Tensions, Autonomy, and Social Constructions in Professional Development

Abstract

Emotions are inseparable from cognition and behavior, especially in times of change. Surprisingly, teachers’ emotional experiences during professional development have rarely been studied. Two studies are reported, one quantitative (n=136) and one qualitative (n=11), in which teachers reported on their emotional experiences during professional development. Across both studies, teachers reported experiencing joy and hope, along with frustration and stress, with qualitative data amplifying quantitative results. Differences across studies, however, pointed to the value of using multiple approaches to researching emotion. 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 and contribute to theories about the emotion-learning connection.

Authors

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

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

• Rachel E. Gaines, The University of Texas - Austin

• Danika Maddocks, The University of Texas - Austin

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

• Jen L. Freeman, The University of Texas - Austin

• Sherry Kroll, The University of Texas - Austin