Özet
This study aims to contribute to the understanding of teachers' emotions in terms of their antecedents and ER strategies (cognitive reappraisal and expressive suppression). To provide an in-depth understanding, a case study was conducted with eight tertiary instructors. The study utilized a narrative frame, semi-structured interviews, and vignettes. The results revealed the emotion-triggering antecedents were related to interactions with students, non-teaching responsibilities, and interactions with colleagues. The participants responded to these emotions using various expressive suppression (e.g., hiding an emotion's impact) and reappraisal strategies (e.g., adjusting expectations). The findings emphasized the situational and dynamic nature of ER.
Orijinal dil | İngilizce |
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Makale numarası | 104732 |
Dergi | Teaching and Teacher Education |
Hacim | 150 |
DOI'lar | |
Yayın durumu | Yayınlanan - Kas 2024 |
Harici olarak yayınlandı | Evet |