کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374356 | 622490 | 2011 | 10 صفحه PDF | دانلود رایگان |
The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers’ emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited negative emotions. The major expression patterns were identified as direct staging and the suppression of emotions. Teachers considered emotion expression in front of children as a skill, and their emotion regulation processes involved considering various purposes, appropriately using emotion expression, and ideal teacher images. The findings suggest that high-quality teachers effectively use emotional competence in teaching.
► High-quality teachers use various emotion expressions in front of children.
► High-quality teachers regard emotion expression in front of children as a skill.
► Teaching based on good emotional competence and the teacher education may be needed.
Journal: Teaching and Teacher Education - Volume 27, Issue 6, August 2011, Pages 1039–1048