Positive emotional experiences in teaching, teacher identity, and student behaviors: A symbolic interactionist perspective

Positive emotional experiences in teaching, teacher identity, and student behaviors: A symbolic interactionist perspective

• Tsang, Kwok Kuen Beijing Normal University
• Jiang, Lianjiang Jimei University

Schools: Studies in Education, 15(2), 228-246, 2018

The University of Chicago Press

2018

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• N 學生與學生服務
  • NG 學生紀律

• Hong Kong

• 1997.7 onwards

• 中學教育

Informed by symbolic interactionism, this study examines how positive emotional experiences in teaching, teacher identity, and student behaviors are associated. According to the symbolic interactionism perspective, positive student behaviors signify that teachers have successfully embodied the teacher identity, which results in positive emotional experiences from their teaching. This study’s analysis of interviews with 21 secondary schoolteachers in Hong Kong suggests an alternative explanation: positive emotional experiences in teaching are a result of attaining the goal of teaching, that is, making a difference in students’ lives, rather than verifying a teacher identity. This explanation does not necessarily contradict that of symbolic interactionism, but may help elaborate upon the process of emotional experiences in teaching. The findings provide recommendations for improving teachers’ emotional experiences in teaching. Copyright © 2018 by Francis W. Parker School, Chicago. All rights reserved.

• 英文

期刊論文

• 15501175

• 10.1086/699890

https://bibliography.lib.eduhk.hk/tc/bibs/41066cea

2023-03-06