The emotional dimension of teaching in a group of Portuguese teachers
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10451/32432 |
Resumo: | The study of emotions within educational contexts congregates various perspectives, strategies and levels, and requires multidisciplinary approaches to clarify the impact of the emotional dimension of teachers in the classroom. This study aims at understanding through a multidisciplinary approach how teachers manage their emotions within the pedagogical objectives and in which classroom settings they experience emotions regarded as positive or negative. A detailed analysis of the answers of eight Portuguese teachers to an open-ended interview revealed that positive emotions were experienced in classroom contexts whereas negative emotions refer to meso and macro contexts. However, the description and understanding of emotions is centred in two basic categories: happiness and sadness. According to this data, the lack of discrimination of the teachers’ emotional states points to the need of training in this area, namely in what concerns the ability to discriminate and recognise emotions and situations that trigger them. |
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The emotional dimension of teaching in a group of Portuguese teachersEmotional developmentClassroom communicationSelf-regulationTeachers educationTeachersThe study of emotions within educational contexts congregates various perspectives, strategies and levels, and requires multidisciplinary approaches to clarify the impact of the emotional dimension of teachers in the classroom. This study aims at understanding through a multidisciplinary approach how teachers manage their emotions within the pedagogical objectives and in which classroom settings they experience emotions regarded as positive or negative. A detailed analysis of the answers of eight Portuguese teachers to an open-ended interview revealed that positive emotions were experienced in classroom contexts whereas negative emotions refer to meso and macro contexts. However, the description and understanding of emotions is centred in two basic categories: happiness and sadness. According to this data, the lack of discrimination of the teachers’ emotional states points to the need of training in this area, namely in what concerns the ability to discriminate and recognise emotions and situations that trigger them.Taylor & FrancisRepositório da Universidade de LisboaBahia, SaraFreire, IsabelAmaral, AnabelaEstrela, Maria Teresa2018-03-20T13:21:48Z20132013-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/32432engBahia, S., Freire, I., Amaral, A., & Estrela, M. T. (2013). The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching: Theory and Practice,19(3), 275-292. doi: 10.1080/13540602.2012.7541601354-0602 (Print)http://dx.doi.org/10.1080/13540602.2012.754160metadata only accessinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:26:35Zoai:repositorio.ul.pt:10451/32432Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:47:41.060701Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The emotional dimension of teaching in a group of Portuguese teachers |
title |
The emotional dimension of teaching in a group of Portuguese teachers |
spellingShingle |
The emotional dimension of teaching in a group of Portuguese teachers Bahia, Sara Emotional development Classroom communication Self-regulation Teachers education Teachers |
title_short |
The emotional dimension of teaching in a group of Portuguese teachers |
title_full |
The emotional dimension of teaching in a group of Portuguese teachers |
title_fullStr |
The emotional dimension of teaching in a group of Portuguese teachers |
title_full_unstemmed |
The emotional dimension of teaching in a group of Portuguese teachers |
title_sort |
The emotional dimension of teaching in a group of Portuguese teachers |
author |
Bahia, Sara |
author_facet |
Bahia, Sara Freire, Isabel Amaral, Anabela Estrela, Maria Teresa |
author_role |
author |
author2 |
Freire, Isabel Amaral, Anabela Estrela, Maria Teresa |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Bahia, Sara Freire, Isabel Amaral, Anabela Estrela, Maria Teresa |
dc.subject.por.fl_str_mv |
Emotional development Classroom communication Self-regulation Teachers education Teachers |
topic |
Emotional development Classroom communication Self-regulation Teachers education Teachers |
description |
The study of emotions within educational contexts congregates various perspectives, strategies and levels, and requires multidisciplinary approaches to clarify the impact of the emotional dimension of teachers in the classroom. This study aims at understanding through a multidisciplinary approach how teachers manage their emotions within the pedagogical objectives and in which classroom settings they experience emotions regarded as positive or negative. A detailed analysis of the answers of eight Portuguese teachers to an open-ended interview revealed that positive emotions were experienced in classroom contexts whereas negative emotions refer to meso and macro contexts. However, the description and understanding of emotions is centred in two basic categories: happiness and sadness. According to this data, the lack of discrimination of the teachers’ emotional states points to the need of training in this area, namely in what concerns the ability to discriminate and recognise emotions and situations that trigger them. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013 2013-01-01T00:00:00Z 2018-03-20T13:21:48Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10451/32432 |
url |
http://hdl.handle.net/10451/32432 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Bahia, S., Freire, I., Amaral, A., & Estrela, M. T. (2013). The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching: Theory and Practice,19(3), 275-292. doi: 10.1080/13540602.2012.754160 1354-0602 (Print) http://dx.doi.org/10.1080/13540602.2012.754160 |
dc.rights.driver.fl_str_mv |
metadata only access info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
metadata only access |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor & Francis |
publisher.none.fl_str_mv |
Taylor & Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799134404002447360 |