Seeking Understanding of Foreign Language Teachers’ Shifting Emotions in Relation to Pupils
Ruohotie-Lyhty, M., Korppi, A., Moate, J., & Nyman, T. (2018). Seeking Understanding of Foreign Language Teachers’ Shifting Emotions in Relation to Pupils. Scandinavian Journal of Educational Research, 62(2), 272-286. https://doi.org/10.1080/00313831.2016.1258659
Published inScandinavian Journal of Educational Research
© 2016 Scandinavian Journal of Educational Research. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers’ emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation.
PublisherRoutledge, Taylor & Francis Group
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