ed tyson: collaborative research participant eamonn pugh: thesis researcher emotional aspects of...

Ed Tyson: Collaborative research participant

Eamonn Pugh: Thesis researcher

Emotional aspects of teaching:

Creating positive emotional ecologies while learning to teach

“Last week I enjoyed my placement, but felt somewhat demoralised. This week I have experienced the feelings that first motivated me to train as a teacher.” [Student B]

• Enquiry question

• Theoretical framework

• Sub-questions

• Methodology

• Data Collection

• Data Analysis

• Initial findings

Outline

Enquiry Question

How do beginning teachers

engage with emotionally-knowledgeable teaching?

Emotional intelligence (Mayer and Salovey, 1997)

Personal Social

Awarenessrecognising our

own emotionsrecognising the

emotions of others

Response

managing emotions well in

ourselves

Taking account of emotions in

relationships.

Emotional competence (adapted from Goleman, 2001)

Personal Social

Recognition

Self-Awareness Knowing how you feelKnowing how well you are

doing Self-confidence

Social Awareness Empathy Pupil orientated‘Whole school’ awareness

Regulation

Self-Management Self-control Being trustworthy Being conscientious Flexibility Driven by learning

outcomesInitiative

Relationship Management Developing children and other

adults Having influence Communication Dealing with conflicts Modelling leadership Making changesBuilding links between people Teamwork & collaboration

Pedagogic, Emotional and Content Knowledge Shulman, 1987, Mortiboys 2011, Schön, 1983

Emotional ecology and emotional knowledge (Zembylas, 2007)

Planes of emotional ecology

Types of emotional knowledge

Individual

How a teacher experiences and expresses emotional knowledge on a personal plane. [Emotional connections to subject content; attitudes/beliefs about learning & teaching; educational vision/philosophy; emotional self-awareness]

RelationalHow a teacher uses emotional knowledge in relationships with pupils [Emotional affiliation with pupils; care; empathy; classroom emotional climate; knowing pupils’ emotions]

Socio-political

How a teacher’s emotional knowledge includes the school’s institutional/cultural context and how this influences his/her decisions and actions. [EK of power relations; emotional understanding of curricular debates; emotional politics of pedagogic & content discourse]

The contextual pictureEmotional ecologies Individual, relational and socio-political

Learning partnerships Wenger , 2010

Student teachers, pupils, mentors, tutors, other learners

Sub-questions

• How does the emotional knowledge of beginning teachers reveal itself in a school workplace context?

• What is happening when the emotional knowledge of beginning teachers ‘interacts’ with their emotional ecologies ?

• How is the practice of beginning teachers and their tutors influenced by the interactions between emotional knowledgeable teaching and emotional ecologies?

Methodological theory

• Phenomenon: interaction between

emotional knowledge emotional ecologies

• Interpretative paradigm

• Knowledge created – social construct

• But pragmatic (not paradigm driven)

• Action research approach

• Mixed methods (using triangulation)

Data collection

From eight PgCE Primary students over a 4 week period whilst on their Developing Placement (2nd of 3 observed teaching placements).

•Emotional knowledge assessment forma) Observation feedbackb) Self-assessment

•Weekly Placement reviews •Weekly journal entries

Planned (provisional):•More reviews and journal entries•Focus group•Individual interviews

Emotional Knowledge: Observation Form

Emotional Knowledge: Self Assessment Form

It is an interpretive analysis of PgCE students’ journal entries that have been selectively codified to extract their engagement with emotional knowledge in this context.

This initial coding uses the Zembylas’ model of interaction between their emotional knowledge and the three planes of emotional ecology; individual, relational, socio-political.

Data analysis

Initial findings from the data Journal Entry 1

Journal Entry 2

Journal Entry 3

Journal Entry 4

Student A Ind 5, Re3 Ind3, Re1 Ind2, Re2 Ind5,Re1,SP1

Student B Ind5 Ind2, Re2 Ind1, Re1 Ind4,Re2,SP1

Student C Ind3, Re1 Ind2, Re2 Ind2, Re1

Student D Ind2, Re1 Ind4,Re2,SP1

Student E Ind9, Re1 Re3 Re1, SP2 Re1

Student F Ind2, Re3 Ind2, Re3 Ind3

Student G Ind2 Ind3, Re1

Student H Ind5 Ind4, Re4 Ind7, Re3 Ind2, Re1

Emotional ecologies

Ind Individual, Re Relational, SP Socio-Political

Examples of EK interactions with Individual Emotional Ecologies

By reflecting on my practice, I decided

that I feel tense when a lesson is drawing to

a close

If I, as an adult, could quite easily change my mood on the basis of a mood change in the children in my class then it would seem logical

that surely the children would be effected by my mood.

I found me feeling harassed was not picked

up on by observation. This made me feel that perhaps

I am doing better than I first thought.

Zembylas (2007) visualises emotional ecologies as ‘overlapping planes’.

What about this example?

My class teacher is great, really supportive and I get on well with

her, but I still felt nervous teaching in front of her

Over the next two weeks I aim to focus on pupils'

feelings and the reasons for behaviour issues in order to

help pupils more and improve my behaviour

management

I know his return would disrupt the class a little. I also think he

will be hard to engage if and when he returns. But I would be happy to work on this and to try and build his confidence up. He

needs to be given a chance.

What about this example?

Examples of EK interactions with Relational Emotional Ecologies

I found out some shocking information… I was told by the

class teacher that during reception and Year 1 the

children’s teacher didn’t have any structured learning like phonics or another reading

strategy

I have felt confident about the routines of the school.

All the staff involved with this year group, myself included, have tried to support him as

best we can this week - we have discussed his case at length

and his behaviour has been a real cause for concern

What about this example?

Examples of EK interactions with Socio-Political Emotional Ecologies

Discussion

• How could the research be developed from here?

• How does the emotional knowledge of beginning teachers reveal itself in a school workplace context?

• What is happening when the emotional knowledge of beginning teachers ‘interacts’ with their emotional ecologies ?

• How is the practice of beginning teachers and their tutors influenced by the interactions between emotional knowledgeable teaching and emotional ecologies?

ReferencesGoleman D. (2001) An EI-based theory of Performance in The Emotionally Intelligent Workplace, Eds. Cherniss, G and Goleman, D, San Francisco: Jossey-Bass

Mayer, J. and Salovey, P. (1997). What is emotional intelligence? In Salovey & Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books

Mortiboys, A. (2011) Teaching with Emotional Intelligence (2nd edition), Routledge.

Schön, D. (1983). The Reflective Practitioner. New York: Basic Books.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57

Wenger, E (2010) Knowledgeability in Landscapes of Practice: from Curriculum to Identity, Presentation to SHRE Conference, available at http://www.slideshare.net/centrehep/etienne-wenger-presentation (accessed16/09/11)

Zembylas, M (2007) Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching, Teaching and Teacher Education, 23 (4)

Appendix: Piloting data collection tools