Young children's emotional practices while engaged in long‐term science investigation

In this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social‐constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from these relationships is the emotional culture of the classroom that plays a key role in the development of classroom emotional rules as well as the legitimation of science knowledge. These relationships are reflected in two levels of classroom dialogue: talking about and doing science, and expressing emotions about science and its learning. The dynamics of the negotiations of classroom emotional rules and science knowledge legitimation may dispose students to act positively or negatively toward science learning. This analysis is illustrated in the experiences of a teacher and her students during a 3‐year ethnographic study of emotions in science teaching and learning. This research suggests the importance of the interrelationship between emotions and science learning and the notion that emotional practices can be powerful in nurturing effective and exciting science learning environments. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 693–719, 2004     

Constructing genealogies of teachers' emotions in science teaching

This article reports on a three‐year ethnographic study with an experienced elementary science teacher and describes the role of her positive and negative emotions in constructing her science pedagogy, curriculum planning, and relationships with children and colleagues. Examples are offered of the different emotional experiences she related to her science teaching, and it is shown how insights from this research are useful and significant to researchers and educators who want to improve science teaching and learning. A conceptual and methodological framework developed by the author that is based on an interdisciplinary approach in researching emotions is presented. Finally, some implications of researching emotions for elementary science teacher education and science education reform are suggested. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 79–103, 2002     

Putting in more: emotional work in adopting online tools in teaching and learning practices

This paper explores the emotional journey associated with changing one's teaching and learning practices and how this constitutes emotional work. The paper analyses the emotions evident in the data from a small-scale phenomenological study of lecturers who are using technological tools in their teaching, learning and assessment practices in one higher education institution. The discussion illuminates the nature and scale of the emotional work experienced by some lecturers when changing their teaching and learning practices to incorporate technology. It indicates that this challenge is so extreme that even the most committed advocates of online teaching practices may consider giving up and reverting to traditional ways of teaching. The paper identifies strategies that lecturers use to manage the anxieties they experience in their adoption of online tools.     

An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers

K-12 teaching is a profession characterized by high levels of burnout and emotional exhaustion. Teacher burnout has been widely reviewed and studied; however, only limited literature examines the emotional aspects of teachers’ lives and its connection with teacher burnout. The purpose of this article is to review the literature on teacher burnout and teachers’ emotions and to examine the role of teachers' appraisal of their emotional exhaustion. Through reviewing the literature on teacher burnout and emotions, I argue that the habitual patterns in teachers’ judgments about student behavior and other teaching tasks may contribute significantly to teachers’ repeated experience of unpleasant emotions and those emotions may eventually lead to burnout. In order to ease teacher burnout, I argue that more studies on the antecedent appraisals that teachers make are necessary to help teachers better understand how their emotions were triggered and then learn how to regulate those emotions.     

The cultural and emotional politics of teacher–parent interactions

This article seeks to explore the ways in which the culture and organization of teaching influences the experiences and emotions teachers report in their interactions with parents. Hargreaves’ framework, based on the emotional politics of teaching, is used here to analyze fifty-three primary and secondary teachers’ interview responses in which they described interactions with parents that elicited negative and positive emotions. Parent–teacher interactions are explored as emotional practices that are inseparable from teachers’ moral purposes, shaped by influences of culture and relationship, and inextricably interconnected elements of status and power. Data suggest that the culture and organization of teaching influence the values, discourses and senses of purpose teachers hold and thus the experiences and emotions they report in their interactions with parents. The article closes with suggestions for further research and policy considerations.     

Social cultural and situative perspective of studying emotions in teaching and learning: characteristics, challenges and opportunities

In this forum, I take a learning sciences perspective to examine the paper by Bellocchi, Ritchie, Tobin, Sandhu and Sandhu (Cultural Studies of Science Education, doi:10.1007/s11422-013-9526-3, 2013) titled “Examining emotional climate of preservice science teacher education.” I characterize their approach as a social cultural and situative perspective of studying emotions in teaching and learning. Such an approach overcomes the limitations of examining emotions as individual psychological constructs, but it also incurs other methodological challenges. I suggest an alternative approach of examining the individual’s emotions, as well as their aggregates as a group measure. This approach allows us to study variations in emotional outcomes at an individual level or at a group level. I also suggest examining interplay of emotions with other aspects of learning outcomes, for example, cognitive learning outcomes. Finally, I suggest studying development of meta-emotional knowledge among teachers as another fertile area of research that could benefit the teachers in their classroom practices.     

Theoretically and Practically Speaking,What is Needed in Diversity and Equity in Science Teaching and Learning?

This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher preparation to classroom practices in order to address science achievement and equity for diverse students. I also discuss the relevance of my argument for in-service professional development.     

Lost in translation? Emotional intelligence,affective economies,leadership and organizational change

Not until the late 1990s did the rational/emotional binary embedded in mainstream literature on educational leadership and management come under challenge. Now the emotional dimensions of organisational change and leadership are widely recognised in the leadership, organisational change and school improvement literature. However, the dissolution of the binary did not draw from feminist social theory, critical organisational theory, the sociology of emotions or critical pedagogy. Instead, the strongest influence in educational leadership and administration has been from psychological theory, management theory and brain science, mobilised particularly through Goleman's notion of emotional intelligence. This article undertakes a feminist deconstruction of two texts: one from organisational theory by Goleman and the other on educational leadership and school improvement, in order to explore how ‘emotion’ has been translated into educational leadership. As a counterpoint, I identify the gaps and silences, appropriations and marginalisation identified from feminist perspectives. I argue that the emotional labour of teaching and leading cannot be individualised because emotion is both relational and contextual.     

The Use of Emotions in Social Work Education

The role of emotions, although central to social work practice, has been relatively neglected in the process of teaching and learning social work. This article explores how social work educators can incorporate an understanding of the role of emotions in both the teaching and practice of social work. Attention is drawn toward evolutionary and developmental perspectives, emotional regulation, and the current treatment of emotions in the educational context. Further, the article explores the role of optimal emotional arousal in the learning and retention of social work curriculum and its concurrent relational implications for practice.     

How do Teachers Prepare for and Respond to Students’ Evoked Emotions when Addressing Real Social Inequalities Through Engineering Activities?

Making engineering and science culturally and socially relevant requires teachers to have broader content knowledge and an increased repertoire of pedagogical skills. One aspect of being an effective and culturally inclusive teacher that is seldom discussed is the ability to engage with the emotions associated with working for social justice. In other words, teachers need to be prepared to address the mixed emotions and desire to effect social change that students (children or adults) often experience when exposed to the very real social inequalities present in their own communities or in the world. This issue is particularly important now that the Next Generation Science Education Standards, and its emphasis on engineering practices, calls for students to engage in more problem solving of real world issues. This article seeks to raise awareness about critical emotional pedagogy and critical emotional literacy as 2 additional tools that are likely to augment teachers and researchers’ professional tool kit when interested in building a culturally inclusive and socially relevant learning environment.     

Mediating cultural borders during science field trips

In this paper, I analyze teacher and student roles in the teaching and learning of science at an informal learning center, The Outdoor Classroom. As a white middle class informal learning science teacher, I examine my struggles to teach science to students across boundaries of race, class, gender, and experience with the outdoors during field trips. Through the field trip I did not have the time or face-to-face experience to make sense of the students’ culture, see their culture in terms of capital, and align my enactment to benefit their learning. Likewise, the students did not have the time or face-to-face experience with me in order to adapt their cultural capital and build the essential stocks of symbolic and social capital. This research demonstrates how the classroom teacher draws upon previous transactions and emotions to successfully engage her students in practices that promote the participation and learning of science. Through creating culturally adaptive ways of transacting, teachers can provide opportunities for their students to generate positive emotional energy and group solidarity in the learning of science at an informal science center.     

情绪与学习：学业情绪的动态转换

学业情绪动态转换指教学或学习过程中与学习者学习相关的各种情绪体验之间的相互转换。对学业情绪的研究不是静态地集中于某一种情绪,如焦虑、厌烦、困惑、好奇、挫折感等,而是在考虑学习情境、互动对象和学习材料之间关系的基础上研究学习者的情绪变化。学业情绪动态转换研究对学习者学习及其持续发展具有重要的影响。本文在相关实验研究的基础上,总结了不同情绪之间的转换关系、研究情境、研究方法以及学业情绪的表情特征。未来研究中如果对学习者的个体差异、学习情境以及不同学业情绪的调节方式之间的关系进一步探索,可以更进一步促进情绪对学习的积极作用。     

利用情感功能提高大学日语教学效果

情感是影响教学活动重要的心理因素之一，积极的情感对教师的教和学生的学有促进作用。是提高教学效果的重要条件。了解情感功能对大学日语教学的影响，培养积极情感、发挥情感功能、是提高大学日语教学效果的关键。     

在线学习研究30年

本文介绍了作者对过去30年在线学习研究的研究进展。研究如何设计在线教学是将学习科学应用于教育的一个案例。在线教学设计研究有助于发展学习科学(如认知负荷理论、多媒体学习的认知理论,以及学习的元认知、动机和情感的综合),教学科学(如有研究证据的教学设计原理不断发展)和评估科学(如多侧面的迁移测试,同时辅以保持测试和自我调查报告,学习过程中的日志文件数据,以及学习认知过程中的认知神经科学测量等)。文中反复提到的观点:学习有赖于运用教学方法,而不是单凭教学媒体就能够奏效的,在线教学设计研究应该关注数字化学习环境的特性;教学实践应建立在严谨、系统的研究基础上,包括旨在确定在线教学中有效成分的增值实验;在线学习研究应确定教学技术最有效的边界条件;在线学习研究应该起到检验和发展学习理论的作用。     

Frames for emotional expressions across discourse forms in an ecology course

ABSTRACT

Research on emotions illustrates a range of emotions that students and teachers experience, both individually and as a collective, in science learning settings. However, not as much attention has been given to how opportunities for emotional expressions are framed. Since emotions and their expressions are embedded in the discourse in which they are constructed, this research sought to describe the ways in which expectations for emotional expressions were constructed during an ecology course for education undergraduates. Utilising sociolinguistics, emotional expressions were examined across and within forms of discourse (discourse events, written artifacts) to make salient how cues informed the number of emotions expressed. Data sources were ethnographic field notes, video recordings, and written artifacts from an entire semester of the course. The specific features of the emotional frames in discourse events and on written artifacts are presented. Contrast points are utilised to showcase the ways different emotional frames were constituted by the members of the course under different conditions and across discourse forms. Implications for considering how to support learners’ emotional expressions within a science classroom are discussed.     

Teachers’ beliefs and practices within and across domains

This article explores the issue of domain generality of epistemological beliefs and world views of practicing teachers in the context of elementary school teaching. We describe ongoing research that examines beliefs held by teachers and their relationship to instructional practices. We examined the world views and beliefs of practicing teachers in the context of teaching elementary school science. We conclude that teachers endorse multiple world views, report teaching practices that are consistent and inconsistent with these world views, and report domain general teaching practices that extend to subject domains other than science, as well as domain specific teaching practices within the domain of science.     

关于理工科日语二外课堂教学的几点思考

理工科日语二外教学面临的课题是：如何利用有效的教学方法,培养学生在有限的学时内具备较强的“读、译、写”的能力和基本的“听、说”能力。本文从教学实践的角度,探讨如何提高日语二外的教学质量。     

Emotional arousal of beginning physics teachers during extended experimental investigations

Teachers often have difficulty implementing inquiry‐based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations (EEIs) produced emotional states that mediated their teaching practices. Against rhetoric of fear expressed by their senior colleagues, three of the four teachers were surprised by the positive outcomes from their supervision of EEIs for the first time. Two of these teachers experienced high intensity positive emotions in response to their students' success. When student actions/outcomes did not meet their teachers' expectations, frustration, anger, and disappointment were experienced by the teachers, as predicted by a sociological theory of human emotions (Turner, J. H. (2007). Human emotions: A sociological theory. London, England: Routledge). Over the course of the EEI projects, the teachers' practices changed along with their emotional states and their students' achievements. We account for similarities and differences in the teachers' emotional experiences in terms of context, prior experience, and expectations. The findings from this study provide insights into effective supervision practices that can be used to inform new and experienced teachers alike. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:137–161, 2013