Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career

Frontiers in Psychology

John Chi-Kin Lee¹  Anne Christiane Frenzel²  Xianhan Huang³ 

[1] Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong;Department of Psychology, Ludwig Maximilian University of Munich, Munich, Germany;Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong;

关键词: teacher emotions;    enjoyment;    anxiety;    anger;    informal teacher learning;    teaching experience;   

DOI  :  10.3389/fpsyg.2020.01067

来源: DOAJ

【 摘 要 】

The importance of informal teacher learning (ITL) to teaching effectiveness and student achievement has been repeatedly demonstrated, but there is limited research into the personal antecedents of ITL. We analyzed the relationships between teacher emotions and participation in five different kinds of ITL activities (learning through media, colleague interaction, stakeholder interaction, student interaction, and individual reflection) among 2,880 primary teachers (85.49% female) with a large range of teaching experience. Regression analysis and structural equation modeling revealed a positive association between enjoyment and engagement in all five ITL activities. Anxiety was found to be negatively related to colleague interaction and self-reflection, and anger was found to be negatively associated with student interaction. Furthermore, anxiety and anger were negatively related to teaching experience, whereas enjoyment was independent from teaching experience. Most ITL activities were positively related to teaching experience, except for stakeholder interaction. Implications for teacher training and intervention programs for in-service teachers are discussed.

【 授权许可】

Unknown