Simona PROSEN, Helena VITULIC SMRTNIK, Olga SKRABAN POLJSAK

Öğretmenlerin Sınıfta Duygusal İfadesi

Çalışma sınıflarda öğretmenlerin duygusal ifadelerine odaklıdır. Öğretmenlerin hisleri pratik çalışma tecrübeleri sırasında temel eğitim öğrencilerince gözlemlenmiştir. Onlar duyguların farklı yönlerini gözlemlemek için yapılmış bir düzeni kullandılar. Gözlemler Slovenya'nın çeşitli bölgelerinden gelen 93 ilköğretim okulunda 108 öğretmen üzerinde yapılmıştır. Veriler hoş ve hoş olmayan duyguların yoğunluğunu karşılaştırmak için tanımlayıcı istatistikler ve t-testi kullanılarak kategorize ve analiz edildi. Sonuçlar ilkokul öğretmenlerinin sevilmeyenlerle çeşitli hoş ve hoş olmayan duygular ifade ettiğini göstermiştir. İfade edilen duyguların yoğunluğu hoş duygular tatsız olanlardan daha yoğun olurken, ılımlı oldu. Öğretmenler yüz ifadesi, jest ve ses tonu ile sözel olmayan duyguları dile getirdi. Sevinç ve öfke, en sık dile getirilen duyguların ikilisi olarak, öğretmen ve öğrencilerin kendilerine verdiği yanıt ile kendi sözel ifadeleri açısından analiz edildi. Sevinç ile karşılaştırıldığında, öfkenin daha fazla ifade biçimleri vardı, ve aynı zamanda ilkokul öğrencilerinin tepkileri daha farklı idi. Öğretmen-öğrenci etkileşimleri öfkeden ziyade sevinç için daha fazla işlevseldi.

Teachers' Emotional Expression in the Classroom

The study focused on teachers' emotional expressions in classrooms. Teachers' emotions were observed by primary education students during their practical work experience. They used a scheme constructed for observing different aspects of emotions. Observations were done on 108 teachers in 93 primary schools from various regions in Slovenia. Data were categorised and analysed using the descriptive statistics and t-test for comparing the intensity of pleasant and unpleasant emotions. The results have shown that primary school teachers expressed various pleasant and unpleasant emotions, with the unpleasant ones prevailing. The intensity of expressed emotions was moderate, the pleasant emotions being more intense than unpleasant ones. Teachers expressed emotions non-verbally through facial expression, gestures and tone of voice. Joy and anger, as two of the most frequently expressed emotions, were analysed with regard to their verbal expressions by teachers' and the pupils' response to them. Compared to joy, anger had more forms of expression, and also pupil responses were more diverse. The teacher-pupils interactions were more functional for joy than for anger.

PDF

___

Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman and Company.
Bowers, D., Bauer, R. M., & Heilman, K. M. (1993). The nonverbal affect lexicon: Theoretical perspectives from neuropsychological studies of affect perception. Neuropsychology, 7(4), 433-444.
Chang, M. L. (2009). Teacher emotional management in the classroom: Appraisals, regulation, and coping with emotions. Paper presented at the 2009 annual meeting of the American Educational Research Association, San Diego, CA.
Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27(1), 29-36.
Çelyk, M. (2004). Humor: What can it do for tertiary students? Hacettepe University Journal of Education, 27, 59-66.
Ekman, P. & Davidson, R. J. (1994). The nature of emotion: Fundamental questions. New York, Oxford: Oxford University Press.
Farouk, S. (2010). Primary school teachers' restricted and elaborated anger. Cambridge Journal of Education, 40 (4), 353-368.
Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical Transactions of the Royal Society London B: Biological Sciences, 359, 1367-1377.
Fredrickson, B. L. (2005). Positive emotions. In C. R. Snyder & S. J. Lopez (Eds.). Handbook of positive psychology (pp. 120-134). UK: Oxford University Press.
Fredrickson, B. L. (2008). Promoting positive affect. In M. Eid & R.J. Larsen (Eds.). The science of subjective wellbeing (pp. 449-468). New York, London: The Guilford Press.
Gross, J. J. & Thompson, R.A. (2009). Emotion regulation: conceptual foundations. In J. J. Gross (Ed.). Handbook of emotion regulation (pp. 3-24). New York, London: The Guilford Press.
Hargreaves, A. (2000). Mixed emotions: teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826.
Hochschild, A. R. (2008). Emotion work, feeling rules, and social structure. In M. Greco & P. Stenner (Eds.). Emotions: A social science reader (pp. 121-126). London & New York: Routledge.
Hosotani, R. & Imai-Matsumura, K. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. Teaching and Teacher Education, 27(6), 1039-1048.
Ilin, G., Inözü, J., & Yildirim, R. (2007). Successful supervision from the student-teachers' perspective: an analysis of supervisory talk. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 123-132.
Ishak, N. M., Iskandar, I. P., & Ramli, R. (2010). Emotional intelligence of Malaysian teachers: a comparative study on teachers in daily and residential schools. Procedia - Social and Behavioral Science, 9, 406-412.
Kelchtermans, G. (2005). Teachers' emotions in educational reforms: Self understanding, vulnerable commitment, and micropolitical literacy. Teaching and Teacher Education, 21(8), 995-1006.
Krevans, J. & Gibbs, J. C. (1996). Parents' use of inductive discipline: Relation to children's empathy and prosocial behavior. Child Development, 67(6), 3263-3277.
Lamovec, T. (1991). Emocije [Emotions]. Ljubljana: Univerza v Ljubljani - Filozofska fakulteta.
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.
Meyer, D. K. & Turner, J. C. (2007). Scaffolding emotions in classroom. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 243-258). USA: Elsevier Inc.
Milivojevic, Z. (2008). Emocije: Razumevanje custev v psihoterapiji [Emotions: Understanding emotions in psychotherapy]. Novi Sad: Psihopolis institut.
Miller, K. I., Considine, J., & Garner, J. (2007). Let me tell you about my job. Management Communication Quarterly, 20(3), 231-260.
Moè, A., Pazzaglia, F., & Ronconi, L. (2010). When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26(5), 1145-1153.
Oatley, K. & Jenkins, J. M. (1996). Understanding emotions. Cambridge, MA: Blackwell Publishers.
Plutchik, R. (1980). Emotions: A psychoevolutionary synthesis. New York: Harper and Row.
Prosen, S., Smrtnik Vitulic, H., & Poljsak-Skraban, O. (2013). Observing teachers' emotional expression in their interaction with students. The New Educational Review, 31(1), 75-85.
Santrock, J. W. (2005). Life-span development (2nd ed.). New York: McGraw Hill. Shapiro, S. (2010). Revisiting the teachers' lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(2), 616-621.
Schmidt, M. & Datnow, A. (2005). Teachers' sense-making about comprehensive school reform: The influence of emotions. Teaching and teacher education, 21(8), 949-965.
Siegel, D. J. (1999). The developing mind. New York, London: The Guilford Press. Smrtnik Vitulic, H. (2009). The development of understanding of basic emotions from middle childhood to adolescence. Studia Psychologica, 51(1), 3-20.
Sutton, R. E. (2007). Teachers' anger, frustration and self-regulation. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 259-274). USA: Elsevier Inc.
Sutton, R. E., Mudrey-Camino. R., & Knight, C. C. (2009) Teachers' emotion regulation and classroom management. Theory Into Practice, 48(2), 130-137.
Sutton, R. E. & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358.
Titsworth, S., Quinlan, M. M., & Mazer, J. P. (2010). Emotion in teaching and learning: Development and validation of the classroom emotions scale. Communication Education, 59(4), 431-452.
Weiner, B. (2007). Examining emotional diversity in the classroom: An attribution theorist considers the moral emotions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 75-88). USA: Elsevier Inc.
Zembylas, M. (2004). The emotional characteristics of teaching: an ethnographic study of one teacher. Teaching and Teacher Education, 20(2), 185-201.
Zembylas, M. (2005). Discursive practices, genealogies and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935-948.