Examining the nature of teachers’ emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teacher’s instructions. Despite the essential role emotions play in teachers’ lives and instruction, research on teachers’ emotions has not paid much attention on teachers’ state emotions in the context of daily teaching. Significant portion of literature has described teachers’ emotions by foregrounding trait emotions through deductive methodological approaches. This (...) paper explored elementary teachers’ state and trait emotions while preparing for teaching and during teaching, reasons that underlie these emotions, and the relationship between their emotions and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of 5 cycles of coaching over an year. For each coaching cycle pre-coaching conversation and post-coaching conversation data were collected regarding state emotions teachers felt in anticipation of teaching and during teaching retrospectively. Also, teachers responded adapted Teaching Emotion Scale (TES) that was aimed to measure trait emotions. In order to compare teachers’ emotions with instructional quality, coaching session were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported 6 categories of emotions (positive, negative, neutral, mixed-positive, mixed-negative, and mixed-complex), and often in non-typical ways (e.g., “not nervous”, “anxious but in a positive way”), and mixed emotions were the most dominant category. Also, teachers had more positive emotions anticipating teaching, than actually teaching the lesson, and there was no noticeable change of emotions across the 5 coaching cycles. The reason teachers felt mixed emotions reflected complex and context-specific nature of teaching, which was not articulated in the literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers’ state emotions. (shrink)

Mathematics and music in practice and performance, and in learning and teaching, share many characteristics, such as beauty and harmony, memory and intuition and mind or intellect. These raise the principles of processing information in mathematics and music and, by implication, the role of an acquaintance with the essentials of perception, abstraction and affective connaturality in teacher education. This paper compares mathematics and music and considers the acquisition of knowledge and skills through the external and internal (...) senses and emotions, utilizing the role of knowledge through multiple intelligences. In doing so it does not canvas the utilities of mathematics and music as fields of human endeavour so much as their role in the cultivation of serenity and knowledge in the cultured mind. This is a theoretical paper but it is based on nearly a century of teaching from the combined work of the two authors in the teaching of music and mathematics. The paper highlights the importance of inspiration in teaching, inspiration built on a thorough basis of the foundations of anthropology to include the emotions as well as the intellect. While teacher education programs rightly concern themselves with knowledge of the field of study, knowledge of pedagogy, they do not always consider the ability to inspire which is at the heart of managing and mentoring people. (shrink)

One of the indicators that symbolize the success of an academic field is its academic publications in well-established citation indices. This article first explored the bibliometric characteristics of publications on “teachers' emotional labor” in the Social Sciences Citation Index and the Arts & Humanities Citation Index, two prestigious citation indices available in the Web of Science. Search with the term “teacher emotional labor” retrieved 173 publications that included this term in their titles, abstracts, or keywords in the WoS database (...) between 1900 and 2020. The bibliometric characteristics pertaining to numbers of publications, document types, research categories, research areas, authors, journals, universities, and countries were reported. Then, CiteSpace was utilized to visualize TEL research and to obtain insights into its research focuses and its future directions. The findings will contribute to TEL research by informing scholars in the fields of L2 research and psychology and others. (shrink)

In life reason and emotion are best when complementary. In fact active inquiry in philosophy and in science and mathematics do meet best in the learning process. Since significant meaning making activities can occur in mathematics, philosophy should be studied in the science class. "The notion that mathematics is cold-blooded and stories are warm-blooded must be rethought.".

PurposeWe explored two complex phenomena associated with effective education. First, teachers’ professional agency, the volitional actions they take in response to perceived opportunities, was examined to consider individual differences in its enactment. Second, “strong” emotions have been proposed as important in teaching and learning, and we wished to clarify which basic emotions might be involved, besides curiosity, which is a known emotional factor in engagement in teaching. We also explored how agency and basic emotions might be related.ApproachThirteen (...) teachers working in Scottish secondary schools were interviewed at the start of the covid pandemic in 2020 to discuss relevant feelings, thoughts and actions arising from unprecedented changes in their lives and professional practices. Thematic analysis was used to identify aspects of agentic behavior and basic emotions expressed.FindingsTeacher agency was expressed through adaptability, collective agency, constrained agency, and non-action. Four basic emotion percepts were identified, which we label as “CARE”, “CURIOSITY”, “COOPERATION”, and “CHALLENGE”.OriginalityWe extend the definition of agency to include volitional non-action as a response to opportunity. In contrast to prior research emphasizing emotions as an outcome of volitional behavior, we explore emotions preceding agency. We develop four theoretical propositions related to teacher emotions. Four emotion percepts substantially influence teachers’ voluntary motivated behavior. The amount and proportion of emotions experienced varies between individual teachers. The four percepts are experienced concurrently or in rapid succession in engaged teaching contexts. Professional experience and specific situational factors also influence teachers’ behavioral choices. For future consideration, we suggest that awareness of emotion percepts may encourage both teachers’ engagement and their professional agency for the benefit of their pedagogical practice and outcomes for their students. (shrink)

Teacher emotion has become an important issue in English language teaching as it is a crucial construct in understanding teachers' responses to institutional policies. The study explored teachers' emotion labor and its impact on teachers' pedagogical decision-making in English for Specific Purposes teaching in a university of Traditional Chinese Medicine in China. Drawing on a poststructural perspective, the study examined data from two rounds of semi-structured interviews, policy documents and teaching artifacts. The analysis of data revealed that the major (...) emotion labor facing the participants revolved around students' disengagement in class. Teachers experienced mixed feelings of anticipation, disappointment, anger, and empathy toward students and distanced themselves from institutional feeling rules enforcing objective assessment of students' performance and punishing students for lack of engagement in class. The study found that teacher emotion labor served as the site for their pedagogical modifications. ESP teachers' beliefs in the importance of attending to students' needs become a powerful discourse in supporting teachers to strategically subvert institutional feeling rules and critically reflect on the dysfunctions of curriculum, orienting teachers' agentic actions in modifying pedagogical practices. We thus underscore this empowering discourse as the bridge to connect teachers' policy negotiation and their actual classroom practices. We also highlight teachers' pedagogical decision-making as a process of the interactions of teacher emotion, teachers' reflexive practices, and power relations. The study ended by suggesting more longitudinal research where teachers' beliefs as previously appropriated discourses could be examined comprehensively as they were both the construct of emotion labor and the potential subverting power in supporting teachers' pedagogical decision-making in policy negotiation. (shrink)

Preservice mathematics teachers’ accurate understanding of mathematical problem solving and its teaching is key to the performance of their professional quality. This study aims to investigate preservice mathematics teachers’ understanding of problem solving and its teaching and compares it with the understanding of in-service mathematics teachers. After surveying 326 in-service mathematics teachers, this study constructs a reliable and valid tool for the cognition of mathematical problem solving and its teaching and conducts a questionnaire survey on 26 (...) preservice mathematics teachers. Survey results reveal that preservice mathematics teachers have a good understanding of mathematical problem solving and its teaching and are more confident in the transfer value of problem solving ability. By contrast, in-service teachers are more optimistic that problem solving requires exploration, continuous thinking, and the participation of metacognition. This article concludes that preservice mathematics teachers should focus more on the initiative and creativity of students and put students at the center of education. In addition, teacher educators should provide more teaching practice opportunities for preservice teachers. The findings also show that in-service teachers’ understanding of problem solving and its teaching is inferior to that of preservice teachers on some indicators, implying the importance of post-service training for in-service teachers. (shrink)

In spite of having published more than hundred articles and three monographs, the chemist and statistician Alfred James Lotka (1880–1949) is not very well known. Because he had not experienced a conventional academic curriculum, he remained ‚at the margins’ of the scientific community. In 1925 he aimed for a breakthrough with his first monograph Elements of Physical Biology. The basic idea of this study was to understand nature in terms of energy. Lotka’s mathematical approach was highly innovative, although he had (...) borrowed certain notions from his former teacher, the physical chemist Wilhelm Ostwald. This article focuses on the very process of how a new idea developed and spread through the scientific community, and tries to determine to what extent the author—with his personality, his intentions and feelings—was part of this process. This includes looking at the emotional strain that followed the publication of Lotka’s masterpiece. Considering his anxieties, worries and distress during the period of reception, and his efforts to make sure his book was acknowledged by its audience, the article sheds light on often neglected aspects of scientific work such as identification, intention, mimicry, originality, and rivalry. The case study deals with a systematic blindness in the history of science: it takes into account the actors of science, their personality and their strategic moves, in order to come to a better understanding of the close connection between their work and their actions. In addition, the history of Lotka’s worries about the reception of his book might help us challenge the postulate of „publish or perish“ in today’s science. (shrink)

Background. Studies on teacher emotion have steadily become more prominent. However, it has been observed that scholarship on teacher emotion has been dominated by contributions from Western societies. In the absence of a critical mass of empirical research generated from within the region such as Asia, lack of knowledge and capacity to inform policy and practice in teacher education and evaluation mechanism. Methods. The current study sought to mirror the patterns of knowledge production in teacher emotion (...) in terms of research topics, types and methods and how they have evolved over time in Asia between 1989 and 2018. By using a descriptive quantitative analysis approach, we review a corpus of 154 articles on teacher emotion published in peer-review journals in Asia. It began with a systematic search in seven widely used electronic databases for abstracts of potentially relevant studies. Results. As observed, the trend represents a sea change in the volume of publications in Asia although the overall volume of research is still relatively low. Results also identify that although quantitative methods were most commonly used, the findings reveal a more balanced distribution since 1993. Furthermore, the use of qualitative and mixed methods of research has undergone a marked increase in the past ten years. However, as the majority of articles were exploratory-oriented, intervention and experimental studies were largely lacking, which resulted in the ‘so-what’ story being missing. Conclusions. A functionalist perspective suggests that knowledge production in teacher emotion research in Asia is either at the late first stage or the emerging second stage. Recommendations have been provided based on the major results and challenges. (shrink)

Teachers’ emotions may be affected by structural reforms of education that emphasizes performance-based accountability and by individual psychological processes like thinking style, but there is a lack of research concerning the relationship between the three factors. In this study, thus, we attempted to test the influence of PBA on teacher emotions and to examine whether the relationship was moderated by a zhongyong thinking style in a Chinese context. A sample of 402 primary and secondary schoolteachers from Hubei, (...) Liaoning, and Beijing in China participated in this study. Structural equation modeling was applied to develop moderation models. The results demonstrated that PBA is a singificant factor with respect to teachers’ joy, sadness/frustration, anger, and fear, as related to their job of teaching, but not love of their profession. Moreover, the ZYT style may moderate the relationship between PBA and joy. (shrink)

In recent years, many studies have been done to identify the factors that affect teacher emotions at schools. However, the empirical evidence on how teachers’ emotions influence students’ outcomes and performance is not extensive. Against this background, this study explored the correlation between teacher EI and student academic achievement and possible mechanisms may lie in this relationship. A sample of 365 Chinese teachers from 25 public middle schools participated in this study by completing measurements of (...) class='Hi'>teacher EI, teacher work engagement, and teacher self-efficacy. The student academic achievement was assessed by the grades of the previous term reported by the students. The results indicated that teacher work engagement partially mediated the path from teacher EI and student academic achievement. Moderated mediation further showed that teachers with high self-efficacy had a more significant positive impact on the relationship between teacher work engagement and student academic achievement than teachers with low self-efficacy. The limitations of this study were also discussed. (shrink)

A reciprocal relation has been identified between teacher emotion and teacher professional identity. However, the underlying mechanism explaining this complex interaction remains underexamined. Moreover, limited attention has been paid to the emotional dimension of student-teachers' development of professional identity during university coursework. To bridge this gap, the present study explores how student-teachers' emotions reciprocally interact with their professional identities, drawing data from questionnaires, reflections, and interviews with students taking courses related to language teaching in a teacher-training (...) university. Both quantitative and qualitative data delineated the intertwined trajectories of student-teachers' emotional experiences and the development of professional identity in the learning process of becoming teachers. Mainly triggered by course-related factors, student-teachers experienced a wide array of emotions, of which the polarity and intensity were determined and mediated by their goals and actions deriving from their professional identities. Those aroused emotions, in turn, signaled the developmental process of professional identity and promoted or hindered their emerging identities. This paper concludes with some implications for initial teacher education programs. (shrink)

Recently, teacher emotions have become the focus of research in teacher education. Teacher emotions not only affect teachers themselves but also have an impact on their students. However, pre-service teachers’ emotions have been neglected. This study is based on a qualitative analysis of online emotional diaries related to emotional experience expression by 120 Chinese pre-service teachers before, during, and after teaching practice. The results in this study show three characteristics of pre-service teachers’ emotional experiences: (...) the overall positive emotions are higher than negative emotions; “caring” and “nervous” are the most typical emotions and variability in emotional experience across gender and internship schools. Then, it is surprising that pre-service teachers’ emotional trajectories are complex and dynamic, positive emotions are decreasing, and negative emotions increase as time goes by. Finally, from the perspective of emotional experience sources, organizational factors affect the emotional experience, personal factors, and background factors. (shrink)

Understanding the role of teachers’ facial expressions in students’ learning is helpful to improve online teaching. Therefore, this study explored the effects of teacher’s facial expressions on students’ learning through analyzing three groups of video lectures. Participants were 78 students enrolled in three groups: one with an enhanced-expression teacher, one with a conventional-expression teacher, and one with the teacher’s audio only. ANOVA was used to explore whether video lectures instructed by the enhanced-expression teacher were better (...) than those instructed by the conventional-expression teacher and the audio-only teacher for facilitating students’ learning, and what is the role of the teacher’s emotions in students’ perceived social presence, arousal level, cognitive load, and learning. The results showed that the video lecture by the enhanced-expression teacher was better than those with the conventional-expression teacher and with the audio-only for facilitating students’ social presence, arousal level, and long-term learning. Interestingly, it was found that the teacher’s emotions could relieve students’ cognitive load. These results explained the inconsistency of existing studies by exploring the mechanism of teachers’ emotions in students’ learning. It also provides teachers with practical guidance for video lecture design. (shrink)

One of the significant courses in Chinese universities is English. This course is usually taught by a foreign language instructor. There will, however, necessarily be some communication hurdles between “foreign language teachers” and “native students.” This research presents an emotion recognition method for foreign language teachers in order to eliminate communication barriers between teachers and students and improve student learning efficiency. We discovered four factors of emotion recognition through literature analysis: smile, eye contact, gesture, and tone. We believe that differences (...) in foreign language teachers’ performance in these four areas will have an impact on students’ emotion recognition and, as a result, on their learning efficiency. The influence of the foreign language teacher’s eye contact and gestures is larger in the decision whether can improve the students’ classroom learning efficiency, according to 43 of the questionnaire data analysis. The second is the tone and smile. Our research contributes to the body of knowledge on emotion recognition in university foreign language teachers by presenting a practical method for recognizing emotion in foreign language teachers. We recommend that college foreign language teachers pay attention to eye and gesture communication with students in English classrooms based on the findings. By enriching the style of emotional expression in class, college language teachers, particularly foreign language teachers, can improve communication, and connection with students. (shrink)

Autonomous learning capacity is a key competency that supports teachers’ professional development. In this study, a stratified sampling method was used to recruit 396 junior and senior high school mathematics teachers in T city, one of the provincial city in China. A questionnaire with high reliability and validity developed prior to the study by the researchers was employed to measure their autonomous learning capacity and differences across groups. Twelve teachers were then selected for interviews. The results showed satisfactory overall (...) performance. By subdimension, teachers’ performance was the best in the development of study plans, followed by evaluation of learning outcomes, while they needed improvement in learning habit formation and proficiency in using learning methods. Furthermore, the analysis of differences across groups indicated that for autonomous learning capacity, female teachers were significantly better than their male peers; junior high school teachers were better compared to those in senior high school; teachers aged 41–50 underperformed those aged 51 and above; teachers who work in rural areas and townships did not perform worse than urban teachers; and those with doctoral degrees did not demonstrate considerable advantage over others. There were no significant differences in the overall autonomous learning capacity across years of teaching and job title groups. However, in the subdimensions, those with 21–30 years of teaching experience had lower proficiency in using learning methods and evaluation of learning outcomes, and teachers with senior titles did not demonstrate expected advantages in learning habit formation. (shrink)

The online creativity generation research is a new field of creativity research. However, very little is known about the specific psychological processes of online idea generation. Against this background, this study explored the correlation between student intrinsic motivation and online creativity and possible mechanisms that may lie within this relationship. A sample of 423 Chinese students from three public universities participated in this study by completing measurements of intrinsic motivation, online learning engagement, creativity, and perceived teacher emotional support. The (...) results indicated that student online learning engagement partially mediates the positive association between student intrinsic motivation and their online creativity. Teacher emotional support moderates the positive relationship between student intrinsic motivation and online learning engagement. Our findings suggested that student online creativity benefited from their intrinsic motivation in an online environment. The limitations of this study were also discussed. (shrink)

In recent years, deep learning as the requirement of higher education for students has attracted the attention of many scholars, and previous studies focused on defining deep learning as the deep processing of knowledge of the brain, however, in the process of knowledge processing, the brain not only involves the deep processing of information but also participates in learning consciously and emotionally. Therefore, this research proposed a four-factor model hypothesis for deep learning that includes deep learning investment, deep cognitive-emotional experience, (...) deep information processing, and deep learning meta-cognitive. In addition, the research proposed teachers’ emotional support perceived by students has an effect on the four factors of deep learning. Through SPSS 26 and AMOS 24, this research has verified the four-factor model of deep learning applying exploratory factor analysis and confirmatory factor analysis and verified that the perceived teacher emotional support has an impact on the four factors of students’ deep learning using the SEM. (shrink)

Emotion and cognition have long been considered as two influential factors determining the quality of teaching and learning. They form the foundation of all aspects of teaching as an emotional and thought-provoking profession. With the advent of Positive Psychology and affective pedagogy, now English as a Foreign Language teachers’ inner states and emotions are placed at the center of every educational program all around the world. This consideration has led to a rise in various domains of teaching and (...) class='Hi'>teacher education. However, the interactive influence and association between teachers’ emotions and cognitions concerning their pedagogical practices has been mostly left ignored in EFL contexts. To fill this gap, the present study aimed to offer a mini-review of the concepts, definitions, related theories, and empirical evidence in this line of research. It also presented practical implications for different stakeholders together with research gaps and future directions for enthusiastic L2 investigators. (shrink)

Microgames are rapidly gaining increased attention and are highly being considered because of the technology-based media that enhances students’ learning interests and educational activities. Therefore, this study aims to develop a new construct through confirmatory factor analysis, to comprehensively understand the factors influencing the use of microgames in mathematics class. Participants of the study were the secondary school teachers in West Java, Indonesia, which had a 1-year training in microgames development. We applied a quantitative approach to collect the data (...) via online questionnaires through google form. Structural Equation Modelling with AMOS software was used to analyze the proposed model. Empirical results confirmed the perceived easy to use and subjective norm influence relationship with teachers’ microgame usage behaviors and intentions. In this condition, SN was found to have the initial significant influence on behavioral intention, as attitude, BI, and facilitating conditions also correlated with the actual use of microgames. Furthermore, the largest influential factor was BI, with the results subsequently showing that TPACK had no significant influence on the actual use of microgames. This report is expected to help bridge the gap across several previous studies, as well as contribute to the explanation and prediction of the factors influencing the teachers’ mathematical utilization of the study’s program. Besides this, it also helps to increase the use of microgames in teaching and learning activities. (shrink)

Previous studies have primarily used variable-centered approaches to explore correlations between English-as-a-foreign-language teachers’ emotional labor and outcome variables. A fundamental but unresolved question is whether teachers employ multiple emotional labor strategies in the workplace. This study used the latent profile analysis to explore the profiles of EFL teachers’ emotional labor and the relationship between the profiles and job satisfaction based on a questionnaire survey of 365 high school EFL teachers in China. The results indicated the existence of three emotional labor (...) profiles—agreeable, neutral and emotional—that were characterized by different combinations of surface acting, deep acting, and expression of naturally felt emotion. The profiles of EFL teachers who predominantly relied on ENFE and DA had the most adaptive patterns of job satisfaction, whereas the profiles of teachers who reported higher levels of SA, regardless the level of ENFE and DA, experienced lower levels of job satisfaction. These findings provide a person-centered methodological data support for exploring the relationship between emotional labor and EFL teachers’ job satisfaction. (shrink)

Conducting effective classroom dialog is an important foundation for high-quality classrooms. This study investigates the characteristics of effective classroom dialog from the perspective of Chinese mathematics classrooms. Classroom videotapes from 40 expert and 33 novice teachers were selected from a national project and analyzed through a developed coding framework. Results showed that the dominant types of dialog in expert teachers’ classrooms were related to Basic Knowledge, Construction, Analysis, and Personal Information. Compared to novice teachers, expert teachers’ classrooms have a (...) significantly lower proportion of dialog on Basic Knowledge and significantly higher proportions of dialog on Personal Information and Speculation. Based on expert teachers’ classrooms, the characteristics of effective classroom dialog in the Chinese context were discussed. The analytical framework for classroom dialog developed in this study could be a powerful tool for subsequent research. Suggestions are provided on increasing the effectiveness of classroom dialog. (shrink)

This study examines the associations of constructivist beliefs and classroom climate on teachers' self-efficacy in instruction, classroom management, and student engagement among Australian secondary mathematics teachers. To do this, it uses the integrated model of teachers' self-efficacy with the concept of analysis of teaching tasks. The study uses structural equation modeling to analyze data from 495 mathematics teachers in the Teaching and Learning International Survey 2013. The results reveal the integrated model is a valid theoretical framework to explain (...) Australian secondary mathematics teachers' self-efficacy. Teachers' constructivist beliefs and classroom climate are positively and statistically significantly related to teachers' self-efficacy in instruction, classroom management and student engagement. In contrast, constructivist beliefs have no significant correlation with classroom climate. (shrink)

This paper is based on case-study research in four English secondary schools. It explores the pressure placed on English and mathematics departments because of their results being reported in annual performance tables. It examines how English and maths departments enact policies of achievement, the additional power and extra resources the pressure to achieve brings and the possibility of resistance.

This paper is based on case-study research in four English secondary schools. It explores the pressure placed on English and mathematics departments because of their results being reported in annual performance tables. It examines how English and maths departments enact policies of achievement, the additional power and extra resources the pressure to achieve brings and the possibility of resistance.

Teachers' work engagement is regarded as a critical issue in educational contexts, so the emotional factors and personality traits, and their effects on teacher engagement have drawn the attention of investigators. This study seeks to investigate the relationship between teachers' emotional intelligence, ambiguity tolerance, and work engagement. Moreover, this study tries to investigate the contribution of emotional intelligence and ambiguity tolerance to teachers' work engagement. To do so, 322 teachers participated in this study. Schutte's Self Report Emotional Intelligence Test, (...) Multiple Stimulus Types Ambiguity Tolerance Scale-II, and Self-report engagement Questionnaire were used in this study. The statistical techniques used in this study are the Spearman Rho test and ANOVA. The findings showed that there are significant correlations between work engagement, emotional intelligence, and ambiguity tolerance. Comparing the predictability power, teachers' emotional intelligence proved to have a higher index compared to their index of ambiguity tolerance. This study concluded that emotionally intelligent teachers and teachers with higher levels of ambiguity tolerance are more engaged in the EFL contexts. Moreover, the study has some pedagogical implications and suggestions for different teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers' emotional intelligence, ambiguity tolerance, and work engagement in educational environments. (shrink)

This study seeks to explore the impact of learning burnout on university students’ English learning effect in the online environment. Through a large sample questionnaire survey, the study uses structural equation modelling to measure the interactions amongst university students’ English online learning burnout, academic self-efficacy, and teacher emotional support, thereby analysing and summarising the characteristics of their impacts on students’ online learning satisfaction. The results from the data analysis show that AEE plays a mediating role between students’ EOLB and (...) learning satisfaction, and TES plays a moderating role between students’ EOLB and AEE, which all eventually influence students’ online learning effect manifested in aspects such as behaviour, cognition, and emotion. Given the results, the study further provides suggestions for alleviating university students’ EOLB, which can be used to optimise English online teaching design and learning practice. (shrink)

Grasha–Riechmann Teaching Styles have a high potential to be applied in Mathematics especially to help increase teacher educators’ knowledge. However, very little attention has been paid to the study of identifying the teaching style patterns of Mathematics teachers at the primary school National-Type Chinese Primary Schools or Sekolah Jenis Kebangsaan Cina SJKC. There is increasing concern about how this teaching style related to the teaching experience. This study aims to identify the patterns of Grasha–Riechmann Teaching Styles among (...) primary school Mathematics teachers and the relationship between Grasha–Riechmann Teaching Styles with teaching experience. The quantitative approach through a survey was applied to 97 Mathematics teachers of SJKC Kepong, Kuala Lumpur using the simple random sampling method. The instrument was adapted from the Grasha–Riechmann Teaching Styles Questionnaire, which measures five teaching styles such as Personal Model Teaching Style, Expert Teaching Style, Formal Authority Teaching Style, Delegator Teaching Style, and Facilitator Teaching Style. The patterns showed that the Personal Model Teaching Style is the most dominant, and the Facilitator Teaching as the least dominant style. The Spearman’s Rho Correlation also reported a very weak significant correlation between Grasha–Riechmann Teaching Styles with the teachers’ Mathematics teaching experience, specifically for Expert, Formal Authority, and Facilitator Teaching Styles. The study provides practical implications for educators’ professional development to diversify the training of teachers by experience and adapt them to the needs of student learning in primary school. These findings trigger ideas to get a better understanding by other demographic variables such as gender, age, and complexity of Mathematics subject. (shrink)

Academic emotions can play a major role in students’ learning in their English classes. The literature about emotional scaffolding strategies is not widely developed; most of the studies merely focus on negative emotions in EFL contexts. However, in today’s world of varied psychological elements, it is more critical than ever before to scaffold students’ positive emotions to provide more opportunities for their classroom engagement. This study is to explore teachers’ strategies of enhancing students’ positive emotions in (...) English classes in Iran. To investigate the correspondence between students’ and teachers’ views on the effective emotional scaffolding strategies of English teachers, an exploratory sequential mixed-methods design was conducted. First, the researcher conducted semi-structured interviews with 11 high school students of Salami School in Kazeroun to collect in-depth qualitative data. Then, the interview-based Likert scale questionnaires were distributed and completed by 60 high school English teachers in Kazeroun for the quantitative data. According to the teachers’ self-reports, expressing optimism and hope about the students’ future lives and prospective jobs was the most frequently used strategy. There was a significant difference among the teachers’ views on the emotional scaffolding strategies. Moreover, some of the strategies taken into consideration as effective strategies by the students are the least frequently used ones according to the teachers’ reports. The results and findings have several theoretical and practical implications for English teachers in EFL contexts; they might bolster their understanding of appropriate emotional scaffolding strategies preparing them to play a contributing role as great facilitators in English classes. (shrink)

Due to the potent role of teachers’ emotion regulation in effective teaching, it seems essential to see how emotion regulation can contribute to other relevant teaching constructs. In this regard, the present study is intended to probe into the causal relationship among teacher emotion regulation, self-efficacy beliefs, engagement, and anger. In so doing, the Language Teacher Emotion Regulation Inventory, The Teacher Sense of Efficacy Scale, The Engaged Teacher Scale, and The Teacher Anger Scale were administered (...) to 581 English as a Foreign Language teachers in Iran. To gauge the causal relationships among the variables, confirmatory factor analysis and structural equation modeling using LISREL 8.80 were conducted. The results indicated that language teacher emotion regulation could positively and significantly predict teachers’ self-efficacy beliefs and engagement at work. Moreover, the influence of language teacher emotion regulation on the teacher’s anger is significantly negative. That is, the stronger emotion regulation is implemented the better teachers can manage their anger. The implications of this study may uncover new prospects for effective teaching, especially during the COVID-19 pandemic. (shrink)

Mathematical thinking skills are very important in mathematics, both to learn math or as learning goals. Thinking skills can be seen from the description given answers in solving mathematical problems faced. Mathematical thinking skills can be seen from the types, levels, and process. Proportionally questions given to students at universities in Indonesia (semester I, III, V, and VII). These questions are a matter of description that belong to the higher-level thinking. Students choose 5 of 8 given problem. Qualitatively, the (...) answers were analyzed by descriptive to see the tendency to think mathematically used in completing the test. The results show that students tend to choose the issues relating to the calculation. They are more use cases, examples and not an example, to evaluate the conjecture and prove to belong to the numeric argumentation. Used mathematical thinking students are very personal (intelligence, interest, and experience), and the situation (problems encountered). Thus, the level of half of the students are not guaranteed and shows the level of mathematical thinking. (shrink)

The article describes a capstone engineering course for preservice and inservice secondary science and mathematics teachers and shows teacher attitudes toward engineering before and after the course and results of a comparison with a convenience sample. It also gives the results of the attitudes of high school student experimental and control groups toward engineering in a pretest-posttest design. Four findings were made: (a) The science and mathematics preservice and inservice teacher attitudes toward engineering became more favorable (...) after the capstone course; (b) the attitudes of the convenience sample of secondary graduate students were less favorable toward engineering than they were among the treatment group in the capstone course; (c) the attitudes of the experimental group of high school students became significantly more favorable toward engineering after a 3-week unit on engineering; and (d) the attitudes of the experimental group became significantly more favorable toward engineering than did those of the control group after the 3-week unit. (shrink)

The entrepreneurial element is one of the aspects emphasized in the primary school mathematics education curriculum in Malaysia. However, previous studies have found that application of entrepreneurial elements in mathematics teaching is still lacking. This study was therefore conducted to identify the real challenges that mathematics teachers face in applying the entrepreneurial element in mathematics teaching. This study is qualitative case study which involved six primary school mathematics teachers. Semi-structured interviews, observation, document analysis and field (...) notes were used for the data collection process in this study. The data obtained was analyzed using the constant comparative analysis method to determine themes and sub-themes. The findings were that a teacher’s knowledge, teaching style, limited time of teaching, and attitudes, and in-service courses and training are among the identified challenges in applying entrepreneurial elements in mathematics teaching. This study expands knowledge and the literature on the challenges faced by school mathematics teachers in applying entrepreneurial elements in mathematics teaching. Various initiatives need to be taken to ensure that all the challenges can be overcome, and ultimately enable the entrepreneurial elements to be applied to students more widely. (shrink)

ABSTRACTThe purpose of this study is to explore the validity and reliability of the School Participant Empowerment Scale amongst science and mathematics teachers. Using a sample of 257 elementary a...

This paper describes the attributes of good mathematics teachers in the UK. These are derived from the material provided by 80 schools to applicants for mathematics teaching posts in the UK. The assumption is made that schools are trying to recruit the very best teacher and hence will have listed those attributes that they believe good teachers to have. Many of the attributes sought are not specifically about the teaching of mathematics. Indeed much about competency in (...) the teaching of mathematics is assumed and not made explicit. The requirements of schools are compared and contrasted with the Standards detailed in current Initial Teacher Training requirements and the Career Entry Profile used by newly qualified teachers. (shrink)

This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five questions on the preassessment indicated how little knowledge these preservice teachers had regarding these issues; however, the responses of the experimental group on the postassessment (...) also showed how quickly a short treatment using an STS teaching approach could improve their knowledge. These results also inform planning for science education in Uganda to achieve science literacy in general, and particularly the understanding of environmental science problems and/or threats facing Ugandan citizens. (shrink)

During the COVID-19, online teaching has become a popular way of teaching in the world. Previous research on English language teachers’ emotional labor has not focused on the changes brought about by online teaching. Unlike the traditional physical teaching space, the emotional labor of English teachers teaching online changes with the daily use of online technological conditions. Therefore, this paper aims to investigate the factors influencing teachers’ emotional labor in online teaching and the emotional labor dilemmas. We took interviews with (...) a group of English teachers in China (T1, T2, … T20) and found that their online teaching emotions were influenced by three main factors: the degree of adaptation to online teaching technology, the invisibility of the online teaching space, and the peripheral environment of the space in which the teachers were located. In addition, this study observed the online classrooms of the interviewees and found that the first two influences are at a priority level for Chinese English teachers, while whether the third factor can bring positive or negative emotions is often influenced by the nature of the emotions brought by the first two factors. In order to find a balance between norms and emotions, English teachers are often accompanied by emotional labor in their work. However, they face many dilemmas of choice and behavior during the emotional labor of teaching online: emotional rule dilemma, emotional expression dilemma and professional identity dilemma. The emergence of these dilemmas is directly related to the influencing factors. In conclusion, this article uses normative and emotional labor theories to explore how norms affect Chinese English teachers’ emotions when teaching online as a response to the question of why emotions need to be labored. Ultimately, this study offers some useful suggestions for language teachers’ emotional labor dilemmas. (shrink)