Exploring antecedents of student teachers' emotions during instructional experiences: A situation‐specific analysis

British Journal of Educational Psychology, Год журнала: 2025, Номер unknown

Опубликована: Фев. 13, 2025

Abstract Theoretical Background In the area of teacher motivation, teaching practicum stands out as a pivotal element. The pronounced complexity during this specific phase may pose an emotional challenge, making exploration student teachers' emotions worthwhile endeavour. Aims Based on theoretical model and rooted in process‐oriented perspective, diary study examines discrete emotions, focusing proximal (cognitive appraisals) distal antecedents (classroom conditions) while accounting for contextual variables. Sample Data were collected from 178 teachers Switzerland Germany their 3736 school students. Student conducted six‐lesson‐teaching‐unit within three‐weeks obligatory (57% had prior experience) received different levels support (coaching by peers or cooperating teachers, subject‐didactic materials, usual support). Methods After three lessons ( N = 511), reported enjoyment, anger, anxiety cognitive appraisals (control, value). School students individual perceptions class discipline situational interest. Results Enjoyment was strongly experienced 80%, anger 8% 14% lessons. students' interest weakly related to enjoyment but not anxiety. Control associated with all emotions. frequent experience its lack relation classroom conditions deviate findings observed in‐service teachers. Relevance Besides strong positive experiences practicum, patterns highlight necessity targeted navigating complexities practicum.

Язык: Английский

Exploring newly-qualified English teachers’ experiences of a mentorship program through a situational mentoring framework

Mentoring & Tutoring Partnership in Learning, Год журнала: 2025, Номер unknown, С. 1 - 23

Опубликована: Март 14, 2025

Язык: Английский