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dc.contributor.authorRuohotie-Lyhty, Maria
dc.contributor.authorKorppi, Aino
dc.contributor.authorMoate, Josephine
dc.contributor.authorNyman, Tarja
dc.date.accessioned2018-02-23T09:38:57Z
dc.date.available2018-06-10T21:35:37Z
dc.date.issued2018
dc.identifier.citationRuohotie-Lyhty, M., Korppi, A., Moate, J., & Nyman, T. (2018). Seeking Understanding of Foreign Language Teachers’ Shifting Emotions in Relation to Pupils. <i>Scandinavian Journal of Educational Research</i>, <i>62</i>(2), 272-286. <a href="https://doi.org/10.1080/00313831.2016.1258659" target="_blank">https://doi.org/10.1080/00313831.2016.1258659</a>
dc.identifier.otherCONVID_26390519
dc.identifier.otherTUTKAID_72128
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/57163
dc.description.abstractTeaching 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.
dc.language.isoeng
dc.publisherRoutledge, Taylor & Francis Group
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.subject.otherteacher education
dc.subject.otherteaching experience
dc.subject.otherteacher-pupil-relation
dc.subject.otherteacher development
dc.titleSeeking Understanding of Foreign Language Teachers’ Shifting Emotions in Relation to Pupils
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201802221568
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineVieraat kieletfi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineForeign Languagesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-02-22T13:15:18Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange272-286
dc.relation.issn0031-3831
dc.relation.numberinseries2
dc.relation.volume62
dc.type.versionacceptedVersion
dc.rights.copyright© 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.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajankoulutus
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysotunteet
dc.subject.ysoopettajat
dc.subject.ysoammatillinen kehitys
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p3485
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
dc.relation.doi10.1080/00313831.2016.1258659


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