Abstract
Teacher‘s emotions serves as a central aspect of teachers’ life as it govern classroom interactions and have a significant impact on students’ learning. There are various factors that are associated with causing emotions and influencing teacher emotions like individual expectations, working environments or interaction patterns between sides. Given this, the study was structured to understand pre-service teachers’ emotional experience during teaching practices. Specifically, the study sought to examine the causes, management strategies and its impact in the process of teaching and learning. Data were collected from 87 participants who were pre-service teachers who had been in teaching practice for eight weeks. The quantitative data collected were analysed by using MS excel 2007 and presented in descriptive statistics while qualitative data were analysed by using thematic analysis and supported with direct quotes. The findings show that pre-service teachers experienced emotions when their expectations about students’ performances and active engagement were not met as well as when they achieved their goals of creating active learning environments. In situations that generated negative emotions, pre-service teachers sought advice from experienced teachers, they engaged in refreshing activities like listening to music, playing games or in classroom situations they were flexible to change to more interesting and engaging methods. The findings further revealed that impact of emotional experience is in two folds. On one side teachers become motivated to try new innovation and creativity when they experience positive emotion while on the other side they become discouraged when they experience negative emotions. Based on these findings, it is recommended that more studies on emotional dissonance should be conducted to help broader understanding of teacher emotions and how they can help improve their teaching. Keywords: emotion experience, pre-service teachers, teacher education, teaching practice DOI: 10.7176/JEP/11-9-12 Publication date: March 31 st 2020
Highlights
Teacher emotions have been a central aspect of teachers’ life of classroom interaction and have a significant impact on students’ learning (Prosen, Vitulić and Škraban, 2011)
Emotions experiences are an inevitable aspect for pre-service teachers in facilitating the learning process
There are many factors that will lead to emotional experience, some are under teachers’ ability to manage and solve and www.iiste.org some factors cannot be solved by pre-service teachers
Summary
Teacher emotions have been a central aspect of teachers’ life of classroom interaction and have a significant impact on students’ learning (Prosen, Vitulić and Škraban, 2011). The emotions teacher experiences like joy or anger affects the pedagogical interaction with students, how they prepare for teaching and their contribution to students’ learning beyond the classroom which affects the learning environment. If teacher emotions are not well managed they can have a significant impact to the wellbeing of teachers and students, classroom pedagogical interaction and will have impact on students’ academic performance and competence acquisition. Pre-service teachers are in a vulnerable situation due to their incompetence to manage emotions. It is important to research pre-service teacher emotions, to understand the causes, how teachers manage their emotions and use them constructively for assisting the learning process (Prosen, Vitulić and Škraban, 2014)
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