How do emotions of high school teachers in collaborative learning classes relate to their professionality? A grounded-theory based phenomenon model

Abstract

In the present study, 10 high school teachers were interviewed in order to examine how emotions experienced by those teachers when teaching relate to the cognitions, actions, and motivations that underlie their professionality. The data were analyzed using the grounded theory approach. The phenomenon of emerging emotions was described. The teachers' emotions emerged from a complex mechanism involving their teaching strategies and their students' behavior, resulting in mixed emotions that depended on the situation.the phenomenon model that was generated, 5 patterns were identified : immediate achievement of psychic rewards, emergence of flexible cognitions and creative thoughts, negative feedback loops, reflections following teaching that led to improvements, and reflections during teaching and changing paths. Those patterns were based on the kind, strength, and objects of the teachers' emotions. Positive emotions heightened teachers' energy, motivation, and concentration, and promoted improvements in their practice, immediate decision-making, and creative thinking. Negative emotions reduced the teachers' physical and cognitive potential. However, self-conscious emotions promoted reflection both during and following teaching, and enabled the teachers to improve their practice and enrich their classes through improvisation.