Emotional Education Research Articles

Resenha do livro “Emoções & educação: reflexões sobre a obra de Augustín Escolano Benito”

The text deals with a review of the book Emoções & Educação - The historical construction of emotional education, translated into Portuguese by Heloísa Helena Pimenta Rocha and Andréa Bezerra Cordeiro, is a publication by Editora Mercado de Letras from the year 2021, about the original work Emociones Y Educación – La Construcción Histórica de La Educación Emocional, from 2018, by professor and researcher Augustín Escolano Benito, full professor at the Universidad de Valladolid and founder and director of the Centro Internacional de la Cultura Escolar (CEINCE), based in Berlanga de Duero - Spain. Work dedicated to thinking and analyzing the spaces, times, objects and rituals that make up a given school culture and that are permeated with emotions and feelings, presenting a new study perspective for researchers in the History of Education.

A Narrative Exploration of One Teacher’s Storied Experiences of Online Learning during COVID-19

The hubbub of teaching lives is enriched by the relationships between students, colleagues, parents and the larger schooling community. When these relationships are disharmonious, attending to the dissonance within these relationships may offer insight into teachers’ relational work. This autoethnographic article focuses on one international elementary school teacher’s experience of teaching online in West Africa during COVID-19. Teaching online in a developing country with political and physical instabilities compounded the chaotic experience of living and working during the pandemic. Guided by this research question, “How did online learning impact my relationship with students?”, the author utilized writing as an inquiry approach to make sense of the challenging aspects of her online teaching experiences. By delving into narrated moments, the author engaged in reflexive analysis of storied experiences. This process illuminated the meaning-making steps that she took to appreciate the nuances contained within specific moments that she had with a student and his father. Through storying and re-storying these moments, the author wondered and metaphorically wandered to unearth potential emotions, assumptions and motivations that permeated her experiences. Such an explorative focus on teachers’ subjective meaning-making process augments the wider body of work on online education and, in particular, this study’s inquiry into the complexity of educational relationships through a narrative lens offers insights into the inner workings of teacher emotions and feelings. This paper reveals how teachers may benefit from adopting a reflective and reflexive sense-making approach towards understanding their emotions, feelings, responsibilities and relationships with students and parents, especially during a time of crisis. This article contributes to the ongoing discussions about the complexities of teachers’ relational work and it enriches the extant literature on online education by shedding light on the individualistic ways that teachers cope with the uncertainties of teaching during a time of crisis. Deeping our collective understanding of how teachers cope can help us to provide better support for teachers and students during crises such as COVID-19.

Emotional Education in Vulnerable Contexts. An Emotion- and Art-Based Intervention in a Primary School

Objective. This study aimed to verify the effectiveness of an intervention based on Emotional Intelligence (EI) and the arts. Method. A didactic program was conducted to develop EI with 55 Primary Education students, ranging from 8 to 12 years old. The program focused on artistic and musical activities. The participants belonged to a school with high rates of marginality and social exclusion. The data were collected through a pretest, a post-test, and a deferred post-test, with the TMMS24-Questionnaire, to assess EI in three dimensions: attention, clarity, and emotional repair. Results. After data collection, the study analyzed the students’ performance in the emotional dimensions; it found significant improvements in most of the dimensions studied. Conclusions. The main results show the usefulness of these programs in improving the EI of students in disadvantaged environments.

Expert EFL Teachers’ Emotion in Professional Contexts in China

The emotional experience of teachers in their professional contexts plays a pivotal role in their career development. Based on Bronfenbrenner’s Ecological Systems Theory (1979) and Hargreaves’ (2001) Emotional Geography Theory, drawing on interviews, journals and documents, this paper explores the emotion of expert middle school EFL teachers in their relationships with students, colleagues, administrators and the sociocultural contexts, and five dimensions of teachers’ emotional geographies are discussed. In addition, the author discusses the significance of exploring teacher emotion and providing training programs in teacher education and development, and calls on attention to teachers’ emotion.

Research on the Concept and Implementation Strategies of Affective Education in Primary School Chinese Curriculum

Emotional education occupies an important position in the Chinese curriculum of primary schools, aiming to cultivate students' emotional expression, comprehension and management skills. Through literary reading, opportunities for emotional expression, and the development of emotional comprehension and sharing, teachers can help students build a healthy emotional world. Follow the principles of motivation, practicality, and individualization to ensure that each student receives the appropriate emotional education and development. Emotional education not only influences students' emotional development, but also shapes their outlook on life and values, laying the foundation for their future life and work.

Emotional education in the primary school Field study on a group of primary schools in Guelma town

Emotional education in the primary school Field study on a group of primary schools in Guelma town

“Finding happiness in daily work”: an ecological study on the emotions of novice EFL teachers in rural primary schools in China

While research on teacher emotions has grown in the past decades, little is known about rural teachers’ and novice teachers’ emotions. Based on ecological theory, this study selected two novice EFL teachers as the research objects. The goal was to explore their emotional experiences and the factors that influenced them over 3 years while teaching in rural primary schools. The research data was collected primarily through semi-structured interviews, teaching diaries, and narrative frameworks. Three-step coding and topic analysis were used to analyze the collected data. The data analysis revealed that the two novice teachers generated 62 emotions while interacting with various ecosystems. In Microsystems, teacher-student interaction has a strong influence on participants’ emotions. Two participants experienced 19 positive emotions and 9 negative emotions during their interactions with the students. In addition, novice teachers may experience negative emotions if they are burdened with too many non-teaching tasks. In this study, two participants were able to effectively manage their negative emotions. The general emotional trend was positive, which motivated them to stay and continue teaching in the rural area. The results of this study have implications for the professional development of rural teachers and novice teachers.

Digital compensation: Smartphone use in the emotion socialisation of left-behind children in rural China

Through field investigations in two populous Chinese provinces, this study proposes a grounded theory of digital compensation afforded by smartphone usage in the emotion socialisation of left-behind children. Our interviews found that these children suffer from emotional deficiencies or deficits caused by the absence of parents’ emotional companionship, a lack of emotional education within the family and a decline in playmates in their rural communities. Our study also revealed the dialectical tension between the possibilities and ramifications of digital compensation. In a miniature media ecology constructed by smartphones, migrant parents provide virtual companionship and peers help build social capital, while stay-at-home grandparents perform a scaffolding or gatekeeping role, providing a symbolic sense of emotional compensation. Instead of addressing the root causes of the children’s emotional distress, the compensatory affordances of smartphone use have had concerning consequences of intense feelings of deprivation and social reversal that exacerbate their loneliness and isolation.

The Psychological Development Issues Faced by LBC in Rural Areas and How to Address Them

As China continues to urbanize rapidly, an increasing number of adults from rural areas are making the move, they choose to leave their families and migrate to the city hoping for a better-paid job. The paper explores the psychological development issues faced by children left behind (LBC for short in the paper) in rural areas and how to address them by means of a literature review. The paper finds that we should raise the awareness of families, schools, and society about the psychological issues besetting the LBC in rural areas, making the families pay attention to the emotional education of the children, the school to assert the importance of psychological education and the government to rectify the undesirable practices and modify some laws that have something to do with urban household registration system.

The formation of language teacher identity: A narrative inquiry of an EFL teacher's ER implementation

AbstractThis narrative inquiry investigates an English as a Foreign Language teacher's storied experience of 30‐year extensive reading (ER) implementation, with the aim of exploring the formation of language teacher identity (LTI) of this individual teacher. Two narrative interviews were conducted, respectively focusing on the holistic story and detailed accounts of some critical incidents and significant others. Two researchers played different roles: one insider, conducting, transcribing, translating, and analysing interviews; one outsider, analysing the data with a relatively neutral perspective. Data analysis adopted an ecological approach and a three‐level framework (societal, interpersonal, and intrapersonal levels). Findings highlight the complex links between discursive features, personal experience, teacher emotions, and power differentials in shaping the dynamic and multi‐faceted nature of LTIs. Meanwhile, the considerable evolution of the teacher's ER implementation validates the importance of teacher training, especially opportunities for teachers to gain experiential knowledge which further contributes to teacher identity development.

The Effect of Teacher Emotional Labor on Commitment: The Mediating Role of Teacher Psychological Capital in Iranian Primary Schools

This study utilized a cross-sectional survey design to investigate the influence of teacher emotional labor on organizational commitment, emphasizing the mediating role of psychological capital. The research involved 400 primary school teachers from Tehran, Iran’s capital. A combination of stratified and systematic random sampling methods was employed to select a representative sample of teachers. The findings indicated that both emotional labor and psychological capital positively impacted teachers’ commitment. Additionally, psychological capital served as a mediator in the relationship between teachers’ emotional labor and their commitment. The implications of these results are further discussed.

“Band-aid teaching”: Exploring emergency remote teaching experiences of hospitality educators through an affective lens

There has been a significant increase in research focusing on online education and emergency remote teaching (ERT) in response to the COVID-19 pandemic. However, one area that received limited attention is hospitality education, which traditionally relied on face-to-face teaching to develop technical and soft skills required in hospitality work. Teaching in the hospitality field involves a unique aspect of emotional work, making it imperative to delve into the experiences of educators during times of crisis. This study explores the emotional teaching experiences of hospitality educators during a significant work event: the transition to ERT. Semi-structured interviews with educators from nine hospitality institutions revealed a prevalence of negative emotions interspersed with occasional positive emotions. Explained through the lens of Affective Events Theory, the emotions were influenced by a range of personal and situational factors encompassing student-related, personal, institutional, pedagogical, and technical characteristics of the ERT transition. Moreover, the study identified the emergence of a “Band-Aid teaching” attitude and subsequent strategies used to cope with this transition. The study provides theoretical and practical insights into the emotional landscape of hospitality education that can be invaluable in managing future periods of uncertainty.

Methodology for University Mathematics Teaching Staff: Emotional-Technological-Ontological Logic Evaluation

<p style="text-align:justify">The aim of the research was to develop a theoretical approach to describe the emotional and techno-ontological logic of mathematics teachers during distance learning during the COVID-19 pandemic and the impact of their emotional state on the learning process. The research approach used in this paper belongs to the qualitative paradigm. The study involved teachers and students from universities in Ecuador, both private and public. The study observed the behavior of teachers and students, analyzed the use of technology in mathematical activities, and analyzed personal opinions about the learning process of the participants of the study. A digital observation guide and open-ended interviews were used to collect data. The qualitative analysis program Atlas. Ti was used to analyze the data. The program created three categories: andragogical heterotopia of mathematics, emotional scar in teacher preparation, and perceptions of the educational process. As the results of the research showed, there was a deficit of digital professional training of teachers in the university teaching of mathematics. As a result of the research work carried out, a theoretical approach is proposed, through which it is possible to avoid the manifestation of techno-ontological logical emotions in mathematics teachers in Ecuadorian universities.</p>

The emotions of teachers teaching German in Chinese secondary schools

As part of the continued effort to advocate multilingual education, China has recently included German, French, and Spanish as subjects in secondary education. Secondary teachers teaching these languages other than English (LOTEs) may confront new challenges and opportunities, potentially making their professional lives emotionally intense. We therefore take teachers teaching German in Chinese secondary schools as examples and examine their emotions, including the emotion types and the reasons behind those emotions. Using a mixed method, the study surveyed 136 Chinese German teachers nationwide, and then conducted follow-up interviews with 20 participants. The study reveals that the Chinese German teachers experienced more positive emotions than negative ones. The positive emotions were mostly associated with positive interactions in their school settings, followed by their teacher knowledge, interests, and personality, while opportunities created by the development of the German subject constituted an additional factor. Implications for how to enhance LOTE teachers’ emotional experiences are discussed. FUNDING INFORMATION. This work was supported by the Fundamental Research Funds for the Central Universities and the Funds of the Teaching Advisory Board for German majors under the Ministry of Education in China (21DYJJ06).

Study of emotional competencies between students of the engineering area and the administrative area of the UTNA

The present study is a study of the emotional competencies between students in the engineering area and students in the administrative area. The students of the TSU Industrial Maintenance career were surveyed for the engineering area, from the administrative area, the students of the TSU careers in Business Development, Marketing area, and TSU in Logistics, Supply Chain area, of the Technological University of the North of Aguascalientes that seeks to show an overview of the situation of students in this area. This analysis allows us to observe what resources students have in the emotional area for the development of their studies. The sections analyzed in the following pages offer teachers and students a topic of reflection on the emotional situation of the students according to the application of the principles of emotional pedagogy of the authors Daniel Chabot and Michel Chabot educational with the students of these careers.

Ode to joy: The impact of enjoyment on pre-service teacher persistence

Persistence in teaching is a crucial matter all around the world, as teaching is related to a high level of attrition. In this paper, we are interested in how persistence in teaching may be predicted by 1) teacher emotions and 2) their self-perceived competence as well as the value placed on the teaching profession. Using self-reported questionnaires, we collected data on 655 pre-service teachers. Results revealed that value allowed to teaching and teaching self-perceived competence significantly predict emotions felt when teaching. Moreover, results highlight that value and enjoyment are positively related to the propensity to persist in teaching.

Educação emocional e desenvolvimento de competências emocionais em estudantes de cursos da área da saúde: revisão integrativa

Health undergraduate education is characterized by exhausting study periods and impactful clinical scenarios. This situation contributes to the development of numerous psychopathologies and reduced academic performance. However, the development of Emotional Competencies (EC) through Emotional Education (EE) plays a significant role in promoting the physical and psychological well-being of health undergraduates. This study examined the role of EE in the development of EC in healthcare students. An integrative literature review was conducted between August and September 2021 involving the Virtual Health Library: VHL (BIREME) - with access to MEDLINE, LILACS and IBECS, PubMed, PsycINFO, SciELO (Scientific Electronic Library Online - Regional Portal), Scopus and Web of Science databases. The search retrieved 385 articles, of which four were included in the review. The study results showed the intrinsic relationship between EE and the development of EC in health undergraduates. In addition, EC were associated with better academic performance, higher levels of Emotional Intelligence (EI) and greater professional opportunities.

Teacher emotions and agency enactment in online teaching

This semester-long study examines teachers' responses to online teaching with a focus on the interplay between teacher emotions and agency enactment in a Chinese university. Analysis of the data from three-round interviews with 12 teachers revealed highly complex emotional trajectories, which were dominated by outcome emotions and characterised by the co-existence of positive and negative emotions. The multiple facets of teacher emotions (i.e., valence, activation, object focus), together with the underlying appraisals, were closely connected to agency enactment. In turn, agency enactment transformed teachers’ emotional experiences, which was affected by (dis)enabling agent-context relations at multiple levels.

The impact of the Sentituz programmes on emotional competence and social climate in the classroom

The aim of this preliminary study was to evaluate the effects of two emotional education programmes in a charter school in Donostia-San Sebastián, Spain, on students’ emotional competence and the social climate in the classroom. A quasi-experimental pretest-posttest repeated measures design with a control group was utilized in the study. The participants in the study were 105 students in Year 6 of primary school and Year 2 of secondary school. The Emotional Development Questionnaire (EDQ) and the Classroom Social Climate Scale (CES) were used to assess the effect of the intervention. The results indicate that the ‘Sentituz 10-12’ programme is effective in improving students’ social competence and the quality of student-teacher relationships, whereas the ‘Sentituz 12-14’ programme is effective in promoting the emotional autonomy and overall emotional competence of students. This was however, a small scale preliminary study, and further and more rigorous studies are also need in order to evaluate the impact of these two emotional education programmes. Keywords: classroom climate; social climate, social-emotional learning; emotional education; emotional competence

Editorial [IJEE, 15,2

The Covid-19 pandemic has provided a window of opportunity for education and schools to become more caring and compassionate, with wellbeing and social and emotional education becoming more established as a primary goal of post-covid education. Such a process, however, needs to start with the adults themselves, with initial teacher education becoming a transformative personal and social process where teachers develop the requisite competences to become caring, responsive and inclusive educators and mentors through an experiential, reflective and collaborative approach. In the first paper in this edition, Falcón-Linares (Spain) evaluates an affective pedagogy action research programme aimed at arousing positive emotions such as kindness and tenderness amongst preservice teachers through an integrated explicit and vicarious learning. The narratives of over 360 student teachers highlight the role of affective teacher education in fostering the growth of their professional identity and of an ethic of care in the classroom.