Self-Conscious Emotion: How two Teachers Explore the Emotional Work of Teaching

Abstract

Teachers are constantly involved in emotional management. This chapter focuses on two second year teachers and the self-conscious emotional work of teaching. Both teachers were working in a prep (5-year-olds) class. The teachers engaged in The Participatory Inquiry Program (PIP), which is framed by active and critical reflections on classroom practices. The teachers collaborated with each other, firstly filming the other's practice, and then acting as a critical peer when reviewing the other's film. Teachers also examined internal feelings and thought processes that influenced their actions. The teachers concluded their participation in PIP by narrating their experience and learning. These narratives were then analysed by focusing on how they became cognisant of emotion and emotion regulation that enhances practice and learning outcomes. Emotion work for these two teachers revolved around three key themes: the emotion work with regard to colleagues; the emotional work that arises in relation to students (feelings of love; annoyance, anger), and emotion and self-awareness.

Citation

Gallant, A. (2013), "Self-Conscious Emotion: How two Teachers Explore the Emotional Work of Teaching", Newberry, M., Gallant, A. and Riley, P. (Ed.) Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning (Advances in Research on Teaching, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 163-181. https://doi.org/10.1108/S1479-3687(2013)0000018013