Presenter Information

Brianna GreyFollow

Faculty Advisor

Dr. Susan Welteroth

Start Date

28-4-2020 12:00 AM

End Date

28-4-2020 12:00 AM

Description

The purpose of this self-study was to explore my emotions during my student teaching practicum experience, and how those emotions affected my teaching practices. Data was collected from daily reflective journals, other writings, and anecdotes and was subsequently analyzed to find connections between various negative and positive emotions and the impact they had upon my teaching practices. Findings showed that emotions did significantly affect teaching practices. Negative emotions, including but not limited to, anxiety, worry, and frustration commonly connected to less composure surrounding my teaching skills and classroom management. Positive emotions, included but also not limited to, excitement, optimism, and feeling successful correlated to more confidence in my decision-making and overall feeling of comfort within my role the classroom.

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Apr 28th, 12:00 AM Apr 28th, 12:00 AM

Recognizing the Role of Emotions on the Teaching Practices of a Student Teacher

The purpose of this self-study was to explore my emotions during my student teaching practicum experience, and how those emotions affected my teaching practices. Data was collected from daily reflective journals, other writings, and anecdotes and was subsequently analyzed to find connections between various negative and positive emotions and the impact they had upon my teaching practices. Findings showed that emotions did significantly affect teaching practices. Negative emotions, including but not limited to, anxiety, worry, and frustration commonly connected to less composure surrounding my teaching skills and classroom management. Positive emotions, included but also not limited to, excitement, optimism, and feeling successful correlated to more confidence in my decision-making and overall feeling of comfort within my role the classroom.

 

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