<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The present study researched teachers’ emotions related to their pedagogical work with disengaged students. The aim of the study was to investigate teachers’ emotions experienced during classroom practice and how emotions were related to their perceived well-being. Based on the literature, we assumed that teachers’ perceived well-being was affected by the emotions in their classroom practice through their feelings of autonomy, competence and relatedness. Data were collected using qualitative methods. In our results, we reported that teachers experienced mixed emotions elicited by interactions with students, student learning, colleagues and the programme. We determined the characteristics of classroom practices that contribute positively to teachers’ perceived well-being as well as characteristics that diminish teachers’ perceived well-being. Implications for practice are discussed.</p></abstract>

The present study researched teachers’ emotions related to their pedagogical work with disengaged students. The aim of the study was to investigate teachers’ emotions experienced during classroom practice and how emotions were related to their perceived well-being. Based on the literature, we assumed that teachers’ perceived well-being was affected by the emotions in their classroom practice through their feelings of autonomy, competence and relatedness. Data were collected using qualitative methods. In our results, we reported that teachers experienced mixed emotions elicited by interactions with students, student learning, colleagues and the programme. We determined the characteristics of classroom practices that contribute positively to teachers’ perceived well-being as well as characteristics that diminish teachers’ perceived well-being. Implications for practice are discussed.

Make my day! Teachers’ experienced emotions in their pedagogical work with disengaged students

Ph.D. Saxion University of Applied Science

prof. University of Twente Faculty of Behavioral

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The present study researched teachers’ emotions related to their pedagogical work with disengaged students. The aim of the study was to investigate teachers’...

Make my day! Teachers’ experienced emotions in their pedagogical work with disengaged students

Publié en ligne: 31 déc. 2020

Pages: 5 - 27

DOI: https://doi.org/10.2478/jped-2020-0009

Mots clés
teacher’s emotions, teachers’ perceived well-being, students at risk, self-determination theory

© 2020 Marieke Fix et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Make my day! Teachers’ experienced emotions in their pedagogical work with disengaged students

Publié en ligne: 31 déc. 2020

Pages: 5 - 27

DOI: https://doi.org/10.2478/jped-2020-0009

Mots clésteacher’s emotions, teachers’ perceived well-being, students at risk, self-determination theory

© 2020 Marieke Fix et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
teacher’s emotions, teachers’ perceived well-being, students at risk, self-determination theory