Make my day! Teachers' experienced emotions in their pedagogical work with disengaged students

Marieke Fix, Henk Ritzen, Wilmad Kuiper, Jules Pieters

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Abstract

The present study researched teachers' emotions related to their pedagogical work with disengaged students. The aim of the study was to investigate teachers' emotions experienced during classroom practice and how emotions were related to their perceived well-being. Based on the literature, we assumed that teachers' perceived well-being was affected by the emotions in their classroom practice through their feelings of autonomy, competence and relatedness. Data were collected using qualitative methods. In our results, we reported that teachers experienced mixed emotions elicited by interactions with students, student learning, colleagues and the programme. We determined the characteristics of classroom practices that contribute positively to teachers' perceived well-being as well as characteristics that diminish teachers' perceived well-being. Implications for practice are discussed.

Original languageEnglish
Pages (from-to)5-27
Number of pages23
JournalJournal of Pedagogy
Volume11
Issue number2
DOIs
Publication statusPublished - 1 Dec 2020

Keywords

  • self-determination theory
  • students at risk
  • teacher's emotions
  • teachers' perceived well-being

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