Emotions and Social Reflection in Being and Developing as a University Teacher

Autor/inn/en	Pekkarinen, Virve; Hirsto, Laura; Nevgi, Anne
Titel	Emotions and Social Reflection in Being and Developing as a University Teacher
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2169435 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pekkarinen, Virve) ORCID (Hirsto, Laura) ORCID (Nevgi, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2169435
Schlagwörter	Psychological Patterns; Reflection; Social Behavior; College Faculty; Teaching Experience; Pedagogical Content Knowledge; Faculty Development; Foreign Countries; Teacher Attitudes; Finland + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Fakultät; Pädagogische Kompetenz; Ausland; Lehrerverhalten; Finnland
Abstract	The purpose of this case study was to understand what kinds of emotions university teachers experience in teaching, how these emotions influence the way the teachers experience their pedagogical competency and being and developing as a teacher, and how they reflect on their teaching and teaching-related emotions. Data were collected via semi-structured interviews with nine university teachers participating in an educational development project. Our results show that the teachers experienced positive, negative, and mixed teaching-related emotions and that these emotions influenced their experience of themselves as teachers and of their pedagogical competency. All teachers reflected on their teaching experiences, and most also shared and reflected on their teaching-related emotions with others. Social reflection can be a powerful tool in developing as a teacher, as it enables a personal evaluation and interpretation of teaching-related emotions and experiences. Higher education institutions should offer supportive environments for academic personnel, encouraging social reflection and providing opportunities for sharing teaching-related emotions. We found that an educational development project, in addition to more traditional staff training programs, can be a fruitful context for teachers' pedagogical development, since it can provide opportunities for joint discussions on the application and development of pedagogical perspectives. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01