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dc.contributor.authorM. Ritchie, Stephen
dc.contributor.authorTobin, Kenneth
dc.contributor.authorSandhu, Maryam
dc.contributor.authorSandhu, Satwant
dc.contributor.authorHenderson, Senka
dc.contributor.authorRoth, Wolff-Michael
dc.date.accessioned2017-05-03T16:15:53Z
dc.date.available2017-05-03T16:15:53Z
dc.date.issued2013
dc.date.modified2014-06-23T03:58:12Z
dc.identifier.issn00224308
dc.identifier.doi10.1002/tea.21060
dc.identifier.urihttp://hdl.handle.net/10072/60783
dc.description.abstractTeachers often have difficulty implementing inquiry-based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations (EEIs) produced emotional states that mediated their teaching practices. Against rhetoric of fear expressed by their senior colleagues, three of the four teachers were surprised by the positive outcomes from their supervision of EEIs for the first time. Two of these teachers experienced high intensity positive emotions in response to their students' success. When student actions/outcomes did not meet their teachers' expectations, frustration, anger, and disappointment were experienced by the teachers, as predicted by a sociological theory of human emotions (Turner, J. H. (2007). Human emotions: A sociological theory. London, England: Routledge). Over the course of the EEI projects, the teachers' practices changed along with their emotional states and their students' achievements. We account for similarities and differences in the teachers' emotional experiences in terms of context, prior experience, and expectations. The findings from this study provide insights into effective supervision practices that can be used to inform new and experienced teachers alike.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherJohn Wiley & Sons
dc.publisher.placeUnited States
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom137
dc.relation.ispartofpageto161
dc.relation.ispartofissue2
dc.relation.ispartofjournalJournal of Research in Science Teaching
dc.relation.ispartofvolume50
dc.rights.retentionY
dc.subject.fieldofresearchVocational Education and Training Curriculum and Pedagogy
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130213
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleEmotional arousal of beginning physics teachers during extended experimental investigations
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorRoth, Michael


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