Emotional Arousal of Beginning Physics Teachers during Extended Experimental Investigations

Autor/inn/en	Ritchie, Stephen M.; Tobin, Kenneth; Sandhu, Maryam; Sandhu, Satwant; Henderson, Senka; Roth, Wolff-Michael
Titel	Emotional Arousal of Beginning Physics Teachers during Extended Experimental Investigations
Quelle	In: Journal of Research in Science Teaching, 50 (2013) 2, S.137-161 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21060
Schlagwörter	Physics; Emotional Response; Inquiry; Case Studies; Foreign Countries; Beginning Teachers; Science Teachers; Teacher Behavior; Psychological Patterns; Science Experiments; Teaching Methods; Teacher Supervision; Teaching Experience; Prediction; Teacher Attitudes; Teacher Expectations of Students; Grade 12; Secondary School Teachers; Science Achievement; Observation; Australia + Suchen Sie Ihr Suchwort? Physik; Emotionales Verhalten; Case study; Fallstudie; Case Study; Ausland; Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; School year 12; 12. Schuljahr; Schuljahr 12; Beobachtung; Australien
Abstract	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. (Contains 2 notes, 2 tables, and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10