幼儿教师的情感表达与校内互动
Preschool Teachers' Emotional Acting and School-Based Interactions.
作者信息
Levine Brown Elizabeth, Vesely Colleen K, Mehta Swati, Stark Kristabel
机构信息
George Mason University, Fairfax, VA USA.
出版信息
Early Child Educ J. 2023;51(4):615-626. doi: 10.1007/s10643-022-01326-1. Epub 2022 Feb 25.
UNLABELLED
How preschool teachers manage and express their feelings across school-based interactions (e.g., teacher-child, teacher-family, and teacher-colleague) has implications for their professional success and the developmental and academic outcomes of their relational counterparts. This study explores how preschool teachers make sense of their emotional labor, or , in the context of three professional interactions. Qualitative findings show preschool teachers' decisions to engage in particular types of emotional acting are both informed by and a facilitator of the strength and intimacy of their relationships. Implications for research, practice and policy are reviewed.
SUPPLEMENTARY INFORMATION
The online version contains supplementary material available at 10.1007/s10643-022-01326-1.
未标注
学前教师如何在学校环境中的互动（如师生、师家、师师互动）中管理和表达自己的情感，这对他们的职业成功以及与之互动的对象的发展和学业成果都有影响。本研究探讨学前教师如何在三种职业互动的背景下理解自己的情绪劳动。定性研究结果表明，学前教师决定采取特定类型的情感表现，既受到他们关系的强度和亲密程度的影响，同时也是这种关系强度和亲密程度的促进因素。本文还综述了该研究对研究、实践和政策的启示。
补充信息
网络版包含可在10.1007/s10643-022-01326-1获取的补充材料。
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