PL EN


2020 | 11 | 2 | 5 – 27
Article title

MAKE MY DAY! TEACHERS’ EXPERIENCED EMOTIONS IN THEIR PEDAGOGICAL WORK WITH DISENGAGED STUDENTS

Content
Title variants
Languages of publication
EN
Abstracts
EN
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.
Year
Volume
11
Issue
2
Pages
5 – 27
Physical description
Contributors
author
  • University of Groningen, Faculty of Behavioural and Social Science, Postbus 72, 9700 AB Groningen, Netherlands
author
author
author
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.cejsh-3e3aec83-d613-4cbb-8bc4-b4d4d2b186b4
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