MAKE MY DAY! EXPLORING TEACHERS' EXPERIENCED EMOTIONS IN PEDAGOGICAL WORK WITH DISENGAGED STUDENTS
Abstract
Teachers play a crucial role in supporting and engaging disengaged students in the classroom. This qualitative study aims to explore the experienced emotions of teachers in their pedagogical work with disengaged students. By delving into the subjective experiences and emotions of teachers, this research sheds light on the complex interplay between emotions and pedagogy in the context of student disengagement. Semi-structured interviews were conducted with a diverse group of teachers who have experience working with disengaged students. Thematic analysis was employed to identify key themes and patterns in teachers' experienced emotions. The findings reveal a range of emotions experienced by teachers, including frustration, empathy, motivation, satisfaction, and fulfillment. Additionally, several factors influencing teachers' emotions, such as student behaviors, instructional strategies, and support systems, were identified. This study provides valuable insights into the emotional landscape of teachers' pedagogical work with disengaged students and highlights the importance of emotional competence in fostering positive learning environments.
Keywords
Teachers, disengaged students, pedagogical workHow to Cite
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