The Role of Emotions in Teachers’ Professional Development: Attending a Research Experience for Teachers (RET) Program-Reference-Cited by-同舟云学术

The Role of Emotions in Teachers’ Professional Development: Attending a Research Experience for Teachers (RET) Program

Published:2019-01-21 Issue: Volume:2019 Page:1-12
ISSN:2090-4002
Container-title:Education Research International
language:en
Short-container-title:Education Research International

Author:

Thomson Margareta M.¹^ORCID,Turner Jeannine E.²

Affiliation:

1. Educational Psychology Program, College of Education, North Carolina State University, 602L Poe Hall, Raleigh, NC 27695-7801, USA

2. Educational Psychology and Learning Systems, Florida State University, 3204L Stone Building, 1114 W. Call Street, Tallahassee, FL 32306, USA

Abstract

The current study investigated teachers’ emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants (N=67) attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers’ engagement in the RET program and triggered changes in teachers’ thinking and implementation of their science teaching practices. Positive correlations were found among teachers’ motivations and emotions about their PD experience, as well as changes to their teaching practices. Interview data provided more depth to understanding participants’ views of their RET experiences.

Funder

National Science Foundation

Publisher

Hindawi Limited

Subject

Education

Link

http://downloads.hindawi.com/journals/edri/2019/5856793.pdf

Reference28 articles.

1. Large-scale assessment as professional development: teachers’ motivations, ability beliefs, and values

2. Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study

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