The role of teachers' emotions in the practice of teaching

2014 Fiscal Year Final Research Report

• Project/Area Number: 24730539
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Educational psychology
• Research Institution: Fukuoka University of Education
• Principal Investigator: MATSUO Go 福岡教育大学, 教育学部, 准教授 (50525582)
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: 協同学習 / 感情 / 教室談話 / 教師認知

Outline of Final Research Achievements

The purpose of this project was to examine the relationship between teachers' emotion and classroom discourse processes. Three main research findings was showed. (1)The teachers’ emotion experienced in the lesson was systematically-gathered based on collected data from 379 elementary, and junior high school teachers. (2)By qualitative analysis of one beginning teachers’ reflection, the cause and effect of teacher’s emotion was examined. When the lesson didn’t go according to plan, the teacher felt several negative emotions, and it impeded teaching activity. In the context of necessitating a change in the plan, the teacher often experienced the “feeling of resignation”, and changed the plan based on a long-term perspective. (3) A possible beneficial effect of heart rate as an index of teachers’ emotional process on the lesson was suggested.

Free Research Field

教授・学習心理学