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Emotions: A Consequential Reality to the Work of Teachers and Professors
Sun, April 16, 11:40am to 1:10pm CDT (11:40am to 1:10pm CDT), Hyatt Regency Chicago, Floor: West Tower - Ballroom Level, Regency DSession Type: Symposium
Abstract
This symposium presents a selection of cutting-edge research on teachers’ emotions across a broad range of educational settings—from pre-service to professors—and outcomes. The session brings together international experts from the US, Canada, Germany, and Hongkong/China who will share current empirical studies and theoretical insights into pre-service teachers’ epistemic emotions, primary and secondary teachers’ emotional labor, emotional/relational atmosphere links in secondary school, and the role of emotions for university faculty’s teaching and research. All presenters will offer avenues for future research and suggest practical implications that focus on the role of emotions in the multifaceted work of teachers. The discussant, a foremost expert in the field, will present a synthesis and offer suggestions for moving the field forward.
Sub Unit
Chairs
Papers
Leveraging Epistemic Emotions in Teaching About Classroom Assessment - Lia Daniels, University of Alberta; Kendra Lin Wells, University of Alberta
A Diary Investigation of Primary and Secondary Teachers' Emotional Labor for Negative Emotions - Hui Wang, The Education University of Hong Kong; Irena Buric, University of Zadar
Relationships Matter: Reciprocal Links Between Teachers' Emotions and Teacher-Class Relationship Quality - Anne C. Frenzel, University of Munich; Andrea Faber, University of Munich
The Relationship Between Teacher Affect and Autonomy-Supportive Teaching Practices - Diane Lee, University of Southern California; Erika A. Patall, University of Southern California
Developing the Faculty Research Emotions Questionnaire: Examining Emotion Origins, Outcomes, and Differences Across Diverse Groups - Robert H. Stupnisky, University of North Dakota; Muhammad Salahuddin, University of North Dakota; Nathan C. Hall, McGill University; Vincent Lariviere, University of Montréal; Reinhard Pekrun, University of Essex