Emotional Experiences of Future Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F19%3A50016233" target="_blank" >RIV/62690094:18440/19:50016233 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.futureacademy.org.uk/files/images/upload/ICEEPSY2019F55.pdf" target="_blank" >https://www.futureacademy.org.uk/files/images/upload/ICEEPSY2019F55.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15405/epsbs.2019.11.55" target="_blank" >10.15405/epsbs.2019.11.55</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Emotional Experiences of Future Teachers

Popis výsledku v původním jazyce

The submitted contribution focuses on emotional regulation in novice teachers and compares it with how teachers with more practical experience work with emotions. Depending on these strategies, not only pupils are affected, for instance by the classroom climate, but also teachers and their satisfaction with their occupation, self-efficacy, etc. The research was conducted by means of a qualitative questionnaire with open-ended questions and the results were analysed and subsequently compared to a similar research study by Sutton (2004). The comparison showed a tendency in novice teachers to be authentic in their emotions, mainly in terms of positive emotions, and to most often use responsive strategies for their regulation. Their motive is mainly self-preservation, compared to more experienced teachers who regulate their emotions mainly for the purpose of learning efficiency. Novice teachers used suppression, pretence and masking as strategies. More experienced teachers used preventive strategies more, to prevent triggers and situations in which unwanted emotions appeared.

Název v anglickém jazyce

Emotional Experiences of Future Teachers

Popis výsledku anglicky

The submitted contribution focuses on emotional regulation in novice teachers and compares it with how teachers with more practical experience work with emotions. Depending on these strategies, not only pupils are affected, for instance by the classroom climate, but also teachers and their satisfaction with their occupation, self-efficacy, etc. The research was conducted by means of a qualitative questionnaire with open-ended questions and the results were analysed and subsequently compared to a similar research study by Sutton (2004). The comparison showed a tendency in novice teachers to be authentic in their emotions, mainly in terms of positive emotions, and to most often use responsive strategies for their regulation. Their motive is mainly self-preservation, compared to more experienced teachers who regulate their emotions mainly for the purpose of learning efficiency. Novice teachers used suppression, pretence and masking as strategies. More experienced teachers used preventive strategies more, to prevent triggers and situations in which unwanted emotions appeared.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

The European Proceedings of Social &amp; Behavioural Sciences

ISBN

—

ISSN

2357-1330

e-ISSN

—

Počet stran výsledku

12

Strana od-do

458-469

Název nakladatele

Future academy

Místo vydání

Nicosia

Místo konání akce

Barcelona, Spain

Datum konání akce

9. 10. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000569023400055