Porter Karen, Miles Paula Jean, Donaldson David Ian
School of Psychology and Neuroscience, University of St. Andrews, St. Andrews, United Kingdom.
Front Psychol. 2022 Nov 3;13:987690. doi: 10.3389/fpsyg.2022.987690. eCollection 2022.
We explored two complex phenomena associated with effective education. First, teachers' professional agency, the volitional actions they take in response to perceived opportunities, was examined to consider individual differences in its enactment. Second, "strong" emotions have been proposed as important in teaching and learning, and we wished to clarify which basic emotions might be involved, besides curiosity, which is a known emotional factor in engagement in teaching. We also explored how agency and basic emotions might be related.
Thirteen teachers working in Scottish secondary schools were interviewed at the start of the covid pandemic in 2020 to discuss relevant feelings, thoughts and actions arising from unprecedented changes in their lives and professional practices. Thematic analysis was used to identify aspects of agentic behavior and basic emotions expressed.
Teacher agency was expressed through adaptability, collective agency, constrained agency, and non-action. Four basic emotion percepts were identified, which we label as "CARE", "CURIOSITY", "COOPERATION", and "CHALLENGE".
We extend the definition of agency to include volitional non-action as a response to opportunity. In contrast to prior research emphasizing emotions as an outcome of volitional behavior, we explore emotions preceding agency. We develop four theoretical propositions related to teacher emotions. (1) Four emotion percepts substantially influence teachers' voluntary motivated behavior. (2) The amount and proportion of emotions experienced varies between individual teachers. (3) The four percepts are experienced concurrently or in rapid succession in engaged teaching contexts. (4) Professional experience and specific situational factors also influence teachers' behavioral choices. For future consideration, we suggest that awareness of emotion percepts may encourage both teachers' engagement and their professional agency for the benefit of their pedagogical practice and outcomes for their students.
我们探究了与有效教育相关的两个复杂现象。其一，考察了教师的专业能动性，即他们针对所察觉到的机会而采取的意志行动，以考量其在具体实施中的个体差异。其二，有人提出“强烈”情绪在教学中很重要，我们希望弄清楚除了好奇心（这是已知的影响教学参与度的情感因素）之外，可能涉及哪些基本情绪。我们还探究了能动性与基本情绪可能存在的关联。
2020年新冠疫情爆发之初，对13名在苏格兰中学任教的教师进行了访谈，以讨论他们生活和职业实践中前所未有的变化所引发的相关感受、想法和行动。采用主题分析法来确定能动性行为和所表达的基本情绪的各个方面。
教师的能动性通过适应性、集体能动性、受限能动性和不作为来体现。识别出了四种基本情绪感知，我们将其标记为“关怀”“好奇”“合作”和“挑战”。
我们扩展了能动性的定义，将作为对机会的一种反应的意志性不作为涵盖在内。与先前强调情绪是意志行为结果的研究不同，我们探究的是先于能动性的情绪。我们提出了四个与教师情绪相关的理论命题。（1）四种情绪感知对教师的自愿动机行为有重大影响。（2）不同教师所体验到的情绪的数量和比例各不相同。（3）在投入的教学情境中，这四种感知会同时出现或迅速相继出现。（4）专业经验和特定情境因素也会影响教师的行为选择。为供未来参考，我们建议对情绪感知的认识可能会促进教师的参与度及其专业能动性，从而有利于他们的教学实践以及学生的学习成果。
