Browse > Article
http://dx.doi.org/10.14697/jkase.2016.36.2.0231

Exploring the Pre-service Science Teachers' Emotional Experience, Display Rules, and Controlling Strategies During Teaching Practice  

Kim, Heekyong (Kangwon National University)
Lee, Narea (Kangwon National University)
Publication Information
Journal of The Korean Association For Science Education / v.36, no.2, 2016 , pp. 231-251 More about this Journal
Abstract
The goal of the study was to examine pre-service teachers' emotional experiences, especially during student teaching. The following questions guided this study. First, during student teaching, what are the characteristics of emotional experiences of pre-service science teachers? Second, what are used as the emotional rules and strategies by student teacher? In this study, we tracked nine pre-service science teachers over a four-week period of the student teaching. The data sources were lesson observations, interviews, emotional journals, and video-recorded classroom lessons. Results showed that student teachers experienced various 25 different types of emotions which were reported as the primary emotions of Koreans. The main subjects for interaction for positive emotions were students. For negative emotions, students, teachers and student teachers themselves all resulted in such negative emotional experiences. When the student teachers experienced negative emotions, they followed the emotional rule that their emotions should not be expressed in front of the students. Because of this, they tried various strategies for controlling emotions, such as 'understanding students', 'finding the positive side', 'seeing good students', 'ignoring', 'holding back', 'evading', and 'giving up'. Finally, suggestions for teacher education were discussed.
Keywords
pre-service science teacher; emotional experiences; student teaching; emotional display rule; emotion controlling strategy;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Ritchie, S. M., Tobin, K., Sandhu, M., Sandhu, S., Henderson, S., & Roth W.-M. (2013). Emotional arousal of beginning physics teachers during extended experimental investigations. Journal of Research in Science javascript:checkRefBr('', 'pre');Teaching, 50(2), 137-161.   DOI
2 Rosiek, J. (2003). Emotional scaffolding : An exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 54(5), 399-412.   DOI
3 Schaubroeck, J., & Jones, J. R. (2000). Antecedents of workplace emotional labor dimensions and moderators of their effects on physical symptoms. Journal of Organizational Behavior, 21, 163-183.   DOI
4 Schutz, P. A., Aultman, L. P., & Williams-Johnson, M. R. (2009). Educational psychology perspectives on teachers' emotions. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research. The impact on teachers' lives (pp. 195-212). Dordrecht, The Netherlands: Springer.
5 Shott, S. (1979). Emotion and Social Life - A Symbolic interactionist analysis. American Journal of Sociology, 84(6), 1317-1334.   DOI
6 Sohn, S. J., Park, M., Park, J., & Sohn, J. H. (2012). Korean emotion vocabulary: Extraction and categorization of feeling words. Koean Journal of The Science of Emotion & Sensibility, 15(1), 105-120.
7 Son, J. J. (2011). A study on emotion labor of elementary school teachers. The Korea Educational Review, 17(3), 93-127.
8 Sutton, R. E. (2007). Teachers' anger, frustration, and self-regulation. In Schutz, P. A. and Pekrun, R. (eds.) Emotions in Education (pp 259-274). San Diego, CA: Elsevier.
9 Tak, I. C. & Lee, J. W. (2012). Study of the relationships between perceptions of emotional display rules, emotional labor strategies, and job satisfaction/job-induced tension. Korean Journal of Industrial Relations, 22(2), 115-150.
10 Timostsuk, I., & Ugaste, A. (2012). The role of emotions in student teachers' professional identity. European Journal of Teacher Education, 35(4), 421-433.   DOI
11 Tobin, K., Ritchie, S. R., Hudson, P., Oakley, J., & Mergard, V. (2013). Relationships between emotional climate and the fluency of classroom interactions. Learning Environments Research, 16(1), 71-89.   DOI
12 Turner, J. H. (1999). Toward a general sociological theory of emotions. Journal for the Theory of Social Behaviour, 29(2), 133-162.   DOI
13 Turner, J. H. (2007). Human emotions: A sociological theory. London, England: Routledge.
14 Um, M. S. (2009). The age of emotion: culture and collective behavior. The Korean Journal of Cultural Sociology, 6, 7-51.
15 Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice, 12(5), 509-526.   DOI
16 Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68, 130-178.   DOI
17 Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Center for the Study of Teaching and Policy. Executive Summary.
18 Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider's view from the outside. Journal of Teacher Education, 53(3), 190-204.   DOI
19 Zembylas, M. (2003). Emotions and teacher identity: A post-structural perspective. Teachers and Teaching: Theor and Practice, 9(3), 213-238.   DOI
20 Winograd, K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105, 1641-1673.   DOI
21 Zembylas, M. (2005). Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, 18(4), 465-487.   DOI
22 Burke, P. J., & Stets, J. E. (2009). Identity Theory. New York: Oxford University Press.
23 Bellocchi, A., & Ritchie, S. M. (2015). "I Was Proud of Myself That I Didn't Give Up and I Did It": Experiences of Pride and Triumph in Learning Science. Science Education, 99(4), 638-668.   DOI
24 Boe, M. V., Henriksen, E. K., Lyons, T., & Schreiner, C. (2011). Participation in science and technology: young people's achievement-related choices in late-modern societies. Studies in Science and Education, 47(1), 37-72.   DOI
25 Brown, E. L. (2011). Emotion matters: Exploring the emotional labour of teaching (Doctoral dissertation).
26 Chung, H. S. (2011). Identity dilemma in primary school student teacher -With special regard to the practice teaching course for Korean language education. Jounal of Elementary Korean Education, 45, 303-333.
27 Collins, R. (2004). Interaction ritual chains. Princeton, N.J.: Princeton University Press.
28 Diefendorff, J. M., and R. H. Gosserand (2003), Understanding the emotional labor process: A control theory perspective, Journal of Organizational Behavior, Vol.24, pp.945-959.   DOI
29 Day, C. (2011). Uncertain professional identities: Managing the emotional contexts of teaching. In C. Day & J. C-.K. Lee (Eds.), New understandings of teacher's work. Emotions and education change (pp. 45-64). Dordrecht, The Netherlands: Springer.
30 DeBacker, T. K., & Nelson, R. M. (2001). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93, 245-254.
31 Diefendorff, J. M., Croyle, M. H., and R. H. Gosserand (2005), The dimensionality and antecedents of emotional labor strategies, Journal of Vocational Behavior, Vol.66, pp.339-357.   DOI
32 Epstein, S. (1984). Controversial issues in emotion theory, In P. Shaver(ed.), Review of personality and social psychology. Beverly Hills, Calif: Sage.
33 Fensham, P. J. (2009). Real world contexts in PISA science: Implications for context-based science education. Journal of Research in Science Teaching, 46, 884-896.   DOI
34 Frijda, N. H. (1993). The place of appraisal in emotion. Cognition and Emotion, 7, 357-387.   DOI
35 Gee, J.P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
36 Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford, (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do, pp. 358 - 389. San Francisco, CA: Wiley & Sons.
37 Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14, 835-854.   DOI
38 Jaber, L. Z., & Hammer, D. (2016). Learning to Feel Like a Scientist. Science Education, 100(2), 189-220.   DOI
39 Hochschild, A. (1983) The managed heart: Commercialization of human feeling. Berkeley: University of California Press.
40 Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530-1543.   DOI
41 Jeong, H. H. (2013). A study on student teachers' perception of academic adviser in pre-service internship course. The Journal of Research in Education, 26(2), 77-114.
42 Jeong, H. H. (2014). A study on the relationships between student teacher and students in pre-service internship course. The Korea Educational Review, 20(1), 5-39.
43 Ka, S. H. & Kim, J. J. (2012). Exploring the teaching career attitude of secondary student teachers in practicum settings. The Journal of Yeolin Education, 20(4), 293-314.
44 Kalat, J. W. & Shiota, M. N. (2007). Emotion. CA: Thomson Wadsworth.
45 Kang, H. J. & Hahn, D. W. (2000). Appropriateness and frequency of emotion terms in Korea. Korean Journal of Psychology, 19(2), 69-99.
46 Kang, K. H. (2009). Analysis of difficulties experienced by pre-service secondary science teachers in student-teacher practice. The Journal of Korean Association for Science Education, 29(5), 580-591.
47 Kemper, T. D. (1987). How many emotions are there? wedding the social and autonomic components, American Journal of Sociology, 93, 263-289.   DOI
48 Kim, B. C. (2005). A study on the meaning of student teaching of student-teachers in the secondary schools. The Journal of Educational Administration, 23(4), 49-76.
49 Kim, H. S. (2003). A study on Korean Emotional Idioms. (Doctoral dissertation). Inha University, Incheon.
50 Kim, E. Y. (2005). A study on the range and the meaning characteristics of emotion verbs. Korean Semantics, 16, 99-124.
51 Klechtermans, G. (2005). Teachers emotions in educational reforms: Self-understanding, vulnerable commitment and micro political literacy. Teaching and Teacher Education, 21, 995-1006.   DOI
52 Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899-916.   DOI
53 Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
54 Lee, H., Lee, S., Lee, E., & Park, S. (2003). Psychology of emotion. Seoul : Bupmunsa.
55 Lee, S. (2008). A Study on the Relationship between Job Satisfaction and Teacher Commitment (Master's thesis). Chuncheon National University of Education, Chuncheon.
56 Liljestrom, A., Roulston, K., and de Marrais, K. (2007). ''There''s no place for feeling like this in the workplace'': Women teachers' anger in school settings. In Schutz, P. A. and Pekrun, R. (eds.) Emotion in Education (pp 267-283). San Diego, CA: Elsevier.
57 Lim, J. R. (2006). Body Speaking. Seoul : Hankukmunhawsa.
58 Lortie, D. C. (1975). School teacher-A sociological study. Chicago; London: The University of Chicago Press.
59 Malderez, A., Hobson, A. J., Tracey, L. and Kerr, K. (2007). Becoming a student teacher: Core features of the experience. European Journal of Teacher Education, 30, 225-248.   DOI
60 Mandler, G. (1989) Affect and learning: Causes and consequences of emotional interactions, In D. McLeod & V. Adams (Eds) Affect and mathematical problem solving: A new perspective (pp 3-19). New York, Springer-Verlag.
61 Mayer, D. (2011). ''But that's the thing: Who else is going to teach besides the idealist?'' Learning to teach in emotional contexts. In C. Day & J. C-.K. Lee (Eds.), New understandings of teacher's work. Emotions and education change (pp. 137-150). Dordrecht, The Netherlands: Springer.
62 Meyer, D. K. (2009). Entering the emotional practices of teaching. In P. A. Schutz & M. Zembylas (Eds.), Introduction to advances in teacher emotion research: The impact on teachers' lives (pp. 73-91). New York: Springer.
63 National Research Council. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
64 Park, I. J. & Min, K. H. (2005). Making a list of Korean emotion terms and exploring dimensions underlying them. Korean Journal of Social and Personality Psychology, 19(1), 109-129.
65 Patton, M. (1990). Qualitative evaluation and research methods (pp. 169-186). Beverly Hills, CA: Sage.
66 Poulou, M. (2007). Student teachers' concerns about teaching practice. European Journal of Teacher Education, 30, 91-110.   DOI
67 Rhee, J. W., Song, H., Na, E., & Kim, H. (2008). Classification of emotion terms in Korean. Korean Journal of Journalism & Communication Studies, 52(1), 85-116.
68 Ritchie, S. M., Tobin, K., Hudson, P., Roth, W.-M., & Mergard, V. (2011). Reproducing successful rituals in bad times: Exploring emotional interactions of a new science teacher. Science Education, 95, 745-765.   DOI