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An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

Artigo2022

Peiyao Lei; Su Han; Wenqing Kong; Sunzhong Lv; Xiaoqin Wang ORCID

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Resumo

Teacher emotions are essential for teaching effectiveness and teachers’ professional development. Studying teacher emotions during a program in today’s world is crucial, where teachers are commonly involved in professional development programs. From an ecological perspective, this study employed a case study method to examine the emotions of two Chinese high school mathematics teachers in a 4-year teaching improvement program. Semi-structured interviews, teacher emotion logs, researcher memos, and informal dialogues were all used to collect data. This study aimed to better understand the emotions that Chinese high school mathematics teachers developed and the processes that generated them in their interactions with various ecosystems within a specific professional development program overlay. The study’s findings revealed that the two teachers triggered 65 emotions in their interactions with the various ecosystems over 4 years—A describing 51 and B describing 46—with an overall predominance of positive emotions. They triggered the broadest range of emotions in the mesosystem, particularly during interactions with program companions. During the early, medium, and late stages, their internal psychological factors and interactions with each system changed, resulting in significant changes in their emotions. They all went through phases of mixed sadness and happiness, ending in a state of delight and calmness. Finally, we recommended teachers’ professional development based on the study’s findings.

Dados da obra

Tipo
Artigo
Periódico
Frontiers in Psychology, v. 13, p. 1033988
Editora
Frontiers Media S.A.
Ano
2022 (2022-12)
Idioma
en
Palavras-chave
teacher emotion; ecological framework; teacher professional development; mathematics teacher; case study; teacher emotions; secondary mathematics teachers; professional development programs; ecological systems theory; mesosystem; Chinese teachers
Temas
Formação de Professores de Matemática
DOI
10.3389/fpsyg.2022.1033988
ISSN
1664-1078
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
LEI, Peiyao et al.. An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program. Frontiers in Psychology, v. 13, p. 1033988, 2022. DOI: https://doi.org/10.3389/fpsyg.2022.1033988.

APA

Lei, P., Han, S., Kong, W., Lv, S., & Wang, X. (2022). An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program. Frontiers in Psychology, 13, 1033988. https://doi.org/10.3389/fpsyg.2022.1033988

BibTeX
@article{lei2022,
  author = {Lei, Peiyao and Han, Su and Kong, Wenqing and Lv, Sunzhong and Wang, Xiaoqin},
  title = {An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program},
  year = {2022},
  journal = {Frontiers in Psychology},
  volume = {13},
  pages = {1033988},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/fpsyg.2022.1033988},
  language = {en}
}
RIS
TY  - JOUR
AU  - Lei, Peiyao
AU  - Han, Su
AU  - Kong, Wenqing
AU  - Lv, Sunzhong
AU  - Wang, Xiaoqin
TI  - An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program
PY  - 2022
JO  - Frontiers in Psychology
VL  - 13
SP  - 1033988
DO  - 10.3389/fpsyg.2022.1033988
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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