Classroom management and teacher emotions in secondary mathematics teaching: a qualitative video-based single case study

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Education Inquiry Pub Date : 2022-01-28 DOI:10.1080/20004508.2022.2028441
Josef Hofman
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引用次数: 2

Abstract

ABSTRACT Classroom management is an emotionally demanding task for mathematics teachers, especially if students exhibit frequent discipline problems. Intense classroom conflicts can result in persistent latent emotional dispositions, such as fear or anger, that teachers are not directly aware of but that have a strong influence on their classroom management. However, little is known about the relationship between mathematics teachers’ latent emotions and their classroom management strategies. This paper reports on findings from an exploratory, video-based single case study in an urban secondary school in Germany. One mathematics double lesson (95 minutes in total) was videotaped to conduct a depth-hermeneutical analysis of identified classroom management strategies and the corresponding latent teacher emotions. The results suggest that mathematics teachers use classroom management strategies not only to establish orderly lessons but also to regulate intense latent emotions that arise during classroom teaching.
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中学数学教学中的课堂管理与教师情绪:基于视频的定性个案研究
课堂管理对数学教师来说是一项情感要求很高的任务,尤其是当学生经常出现纪律问题时。激烈的课堂冲突会导致持续的潜在情绪倾向,如恐惧或愤怒,教师没有直接意识到,但对他们的课堂管理有很大的影响。然而,数学教师的潜在情绪与课堂管理策略之间的关系却鲜为人知。本文报告了在德国一所城市中学进行的一项探索性、基于视频的单一案例研究的结果。对一节数学双课(共95分钟)进行录像,对识别出的课堂管理策略和相应的教师潜在情绪进行深度解释学分析。结果表明,数学教师运用课堂管理策略不仅可以建立有序的课堂,还可以调节课堂教学中产生的强烈潜在情绪。
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来源期刊
Education Inquiry
Education Inquiry Social Sciences-Sociology and Political Science
CiteScore
5.00
自引率
0.00%
发文量
34
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