Exploring Teachers' Emotions via Nonverbal Behavior during Video-Based Teacher Professional Development

Autor/inn/en	Chang, Chiung-Fang; Gröschner, Alexander; Hall, Nathan C.; Alles, Martina; Seidel, Tina
Titel	Exploring Teachers' Emotions via Nonverbal Behavior during Video-Based Teacher Professional Development
Quelle	In: AERA Open, 4 (2018) 4, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Seidel, Tina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Emotional Response; Psychological Patterns; Video Technology; Nonverbal Communication; Teacher Behavior; Faculty Development; Workshops; Foreign Countries; Secondary School Teachers; Grade 9; Science Teachers; Mathematics Teachers; Self Evaluation (Individuals); Teacher Effectiveness; Teacher Attitudes; Germany + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Non-verbal communication; Nonverbale Kommunikation; Teacher behaviour; Lehrerverhalten; Lernwerkstatt; Schulung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Deutschland
Abstract	Increasing research on teacher professional development (TPD) has found teachers' self-reflection to be key for improving teaching effectiveness. Although video methodology, as often used in TPD, provides crucial insight concerning situated learning, teachers are often reticent to participate in TPD protocols due to discomfort over being videotaped. This longitudinal study explored emotion-related behaviors by assessing the nonverbal expressions exhibited by teachers during a 1-year video-based TPD program highlighting salient contributors to productive classroom dialogue. Six teachers were observed regarding bodily motion, facial expression, and eye contact, with results obtained across four workshops coded according to five types of emotions. The emotions of shame, defensiveness, and distraction appeared more often than did laughter and surprise, with the negative emotions found to decrease over time. This study highlights the importance of longitudinally evaluating teachers' emotional expressions during video-based TPD activities and continued efforts to encourage teacher participation in these pedagogical training opportunities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01