The Emotional Experiences of Preservice Social Studies Teachers Facilitating Discussions on Complex Social Topics

• In Event: AERA Poster Session 10
  In Poster Session: Motivation in Education SIG Poster Session: Contextual Factors, Teacher Motivation, and Motivational Interventions (San Diego)

Abstract

There are significant theoretical (e.g., Hess, 2009) and empirical justifications (e.g., Author) for centering discussion as an important mechanism for learning social studies. This qualitative, interpretive case study (Yin, 2017) hopes to open a new avenue for inquiry in this space--- the role of emotions in pre-service teachers’ (PSTs’) facilitation of discussions. Exploration of PSTs’ emotional appraisals is guided by the Dynamic Systems Model of Role Identity (Author), which conceptualizes the emergence of identity and motivation using a complex dynamic systems approach. Our findings suggest the emergence of three emotional phenomena while facilitating discussion in a social studies classroom: (a) carryover, (b) anxiety, and (c) negative and positive evaluative-appraisals. Implications for teacher education are discussed.

Authors

• Joseph Eisman, Temple University

• Andrew del Calvo, University of Pennsylvania

• Timothy Patterson, Temple University

• Avi Kaplan, Temple University

• Abby Reisman, University of Pennsylvania