Examining mindfulness of emotions in science teacher education


CALL: 2013

DOMAIN: SC - Identities, Diversity and Interaction

FIRST NAME: Christina




HOST INSTITUTION: University of Luxembourg

KEYWORDS: science teacher educationemotions in teacher educationemotions in teaching science

START: 2013-06-15


WEBSITE: https://www.uni.lu

Submitted Abstract

E-M-OTION, Examining mindfulness of emotions in science teacher education, is a study based upon a research stay of 6-weeks in the United States during the summer of 2013. The research exchange will serve as the central focus of this project, which has the overall purpose to ‘operationalize’ dialogic research on the role of emotions in learning to teach science. In particular, this study will focus on collaborative analyses and interpretation of one dataset collected within a teacher education program in New York City, in order to emerge with an analytical framework and implications for future work in Luxembourg. Working collaboratively with the NY research team conducting this larger study, I will engage in analyses using multi-method approaches to exploring emotions. There are four layers of data that have been collected by the NY team from their ongoing study of teachers as they learn to teach science. The exploratory analysis will focus on one data set that encompasses components of all four of these layers. I will engage in a collaborative analysis of the four phases of data as manifested within one data set, and this will be conducted as a component of the larger NY study, as well as in preparation for conducting a larger investigation in Luxembourg. Objectives of this research include: conducting analyses of existing data to focus on the empirical examination and interpretation of teachers’ emotions, identifying and describing the practices that connect with science teaching achievement, and disseminating research findings to the broader science education community. Based on these objectives, expected outcomes include: empirical outcomes such as providing research-based examples of teachers’ emotional responses (physiological, nonverbal, verbal, reflective) as they engage in learning to teach science, and providing research-based examples of teachers’ perceptions of the teacher education classroom emotional climate. Further, I intend to operationalize research approaches and analytical tools in order to adapt these to the Luxembourgish context and thus emerge with an adapted analytical framework. Lastly, I expect that this research stay will lead to long-term collaboration with this research group, and possible follow-up competitive projects.

This site uses cookies. By continuing to use this site, you agree to the use of cookies for analytics purposes. Find out more in our Privacy Statement