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Cited by 12Teacher Education and Leadership StudiesAdult and Continuing Education TopicsEvaluation of Teaching Practices

Teachers’ emotions in teacher development: Do they matter?

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Šeďová, Klára, Šalamounová, Zuzana, Švaříček, Roman, Sedláček, Martin·2017·Studia paedagogica
DOI 10.5817/sp2017-4-5
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Abstract

This paper examines the emotions that eight teachers experienced during intervention research project on the transformation of their teaching practices. During the program which we designed, the teachers were trained to transform their teaching practices so that they would include more features of dialogic education. In this paper, we analyze data from repeated interviews with teachers who participated in our project. Based on qualitative analysis of our data, we differentiated among four groups of teachers, each with a unique self-understanding. The groups included teachers who were: perfect, eager to learn, in a good mood, and uncertain. Our paper shows that each group experienced specific emotions during the program. The only group that did not experience negative emotions was teachers in a good mood. These teachers also implemented the fewest changes in their teaching practices. Our results thus show that a lack of negative emotions limited the efficacy of teacher development.

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  • Teachers perceive the presence of a video camera in a lesson very negatively, and there is a significant increase in the likelihood that they will refuse to participate in research.

    “We know from previous field studies (e.g., Sedova et al., 2014;Sedova et al., 2016;Sedova et al., 2017) that teachers perceive the presence of a video camera in a lesson very negatively and there is a significant increase in the likelihood that they will refuse to participate in the research.”

    From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Sedova et al., 2017

    The available copy’s abstract describes interviews with eight teachers about emotions during a development program, but does not address reactions to a classroom camera or refusal to participate. Searches for video-camera reactions and research participation returned only the abstract and references, not a passage supporting the claim; the article body is absent from the available copy. (LLM, conf=0.67)

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Research works printed but not linked: 23

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Authors
Šeďová, K., Šalamounová, Z., Švaříček, R., & Sedláček, M.
ORCID
Venue
Studia paedagogica
Publisher
Masaryk University Press
Published
2017
Volume
22
Issue
4
Pages
77-110
ISSN
  • 1803-7437 (ISSN-L)
  • 2336-4521
DOI
10.5817/sp2017-4-5
OpenAlex
W2788091110
Cited by
12
References
0
Citations by year
2026: 1 · 2025: 1 · 2024: 2 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 1 · 2019: 2 · 2018: 1
FWCI
3.90
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
Studia paedagogica (publishedVersion, cc-by)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Adult and Continuing Education Topics
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
teacher emotions, teacher professional development, dialogic education, teacher practice change, teacher self-understanding, teacher education curriculum, intervention research, teacher change

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