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    Teacher emotion research: Introducing a conceptual model to guide future research

    235664_235664.pdf (1.446Mb)
    Access Status
    Open access
    Authors
    Fried, L.
    Mansfield, C.
    Dobozy, Eva
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Fried, L. and Mansfield, C. and Dobozy, E. 2015. Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research. 25 (4): pp. 415-441.
    Source Title
    Issues in Educational Research
    Additional URLs
    http://www.iier.org.au/iier25/fried.pdf
    ISSN
    0313-7155
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/16982
    Collection
    • Curtin Research Publications
    Abstract

    This article reports on the development of a conceptual model of teacher emotion through a review of teacher emotion research published between 2003 and 2013. By examining 82 publications regarding teacher emotion, the main aim of the review was to identify how teacher emotion was conceptualised in the literature and develop a conceptual model to illustrate the findings. Interestingly, few papers explicitly defined ‘emotion’ or ‘teacher emotion’ but described the functions of emotion (such as providing information) and influences on emotion (such as personal characteristics), so these were also used to build the conceptual model. The literature also highlighted the complexities of emotion, with implications for how teacher emotion should be studied. The model proposed aims to clarify how emotion research has been conceptualised within education research contexts.

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