职前教师关于教师情绪的认知及其合理构建

Pre-Service Teachers'Cognitive Understanding and Rational Construction of Teacher Emotions

职前教师关于教师情绪的认知,会影响其成为教师之后对教师情绪的表达及调节。以11位职前教师为研究对象,采用质性研究中反思报告这一研究工具,运用内容分析法,从学习经历、已有知识和固有观念三个维度,分析和阐释职前教师关于教师情绪的认知。研究发现,基于学习经历的认知,教师情绪是“被赋予贬义色彩”的;基于已有知识的认知,教师情绪是“被窄化了”的;基于固有观念的认知,教师情绪是“被理性化了”的。基于此,教师培养者应从认知、知识、实践三个层面,引导职前教师反思自身关于教师情绪的认知,深化对教师情绪的理解;通过增设相关课程,提高职前教师关于教师情绪认知的理论水平;在具体的教学案例、创设的情境和教育实习/研习中,提升职前教师将教师情绪的认知转化为实践的能力,以实现教师情绪认知和实践的合理构建。

Pre-service teachers'cognitive understanding of teacher emotions can influence their expression and regulation of emotions after becoming teachers.Using qualitative research tools,specifically reflective reports,this study analyzed and interpreted the cognitive understanding of teacher emotions among 11 pre-service teachers based on their learning experiences,existing knowledge,and inherent beliefs.The findings revealed that their cognitive understanding of teacher emotions was influenced by their learning experiences,resulting in emotions being perceived with negative connotations.Additionally,their existing knowledge led to a narrow understanding of teacher emotions,while their inherent beliefs rationalized and intellectualized teacher emotions.Based on these findings,teacher educators should guide pre-service teachers to reflect on their cognitive understanding of teacher emotions,deepen their awareness of teacher emotions through cognitive,knowledge,and practical perspectives.This can be achieved by incorporating theoretical courses related to teacher emotions,improving the theoretical knowledge of pre-service teachers.Furthermore,enhancing the ability of pre-service teachers to translate their understanding of teacher emotions into practice can be achieved through specific teaching cases,creating relevant contexts,and engaging in educational practicum or workshops.This approach promotes the rational construction of pre-service teacherscognitive understanding and practical application of teacher emotions.