An Ecological Examination of Teachers' Emotions in the School Context

Autor/inn/en	Cross, Dionne I.; Hong, Ji Y.
Titel	An Ecological Examination of Teachers' Emotions in the School Context
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 7, S.957-967 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.05.001
Schlagwörter	Psychological Characteristics; Emotional Response; Coping; Biographies; Affective Behavior; Psychological Patterns; Elementary School Teachers; Minority Group Students; Low Income Groups; Beliefs; Holistic Approach; Professional Identity; Teacher Attitudes; Teacher Characteristics; Teaching Conditions; Case Studies; Qualitative Research + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Bewältigung; Biography; Biografie; Biographie; Affective disturbance; Active behaviour; Affektive Störung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Holistischer Ansatz; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	This qualitative case study discusses teachers' emotions, in particular two elementary teachers in a school serving a high-poverty, high-minority population. Using Bronfenbrenner's ecological system framework, we examined how these teachers' internal psychological characteristics transact with external environments to produce emotions. Both teachers experienced unpleasant emotions such as disappointment and frustration in their daily work. However, instead of dwelling on the unpleasant emotions, they shifted their thinking to consider ways they could achieve more favorable outcomes. Our findings showed that these coping strategies were deeply connected to their individual psychological biographies, specifically their pedagogical beliefs and well-developed professional identity. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10