scholarly journals Adaptação cultural de um instrumento para avaliar as emoções do professor (TEQ)

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Camila Marta De Almeida ◽  
Sofia Freire
Keyword(s):  
Teacher Emotion

O estudo das emoções dos professores tem vindo a ganhar destaque, sendo atualmente reconhecido como uma dimensão essencial do trabalho docente. Contudo, apesar de ter vindo a ganhar relevância na área educacional, verifica-se uma lacuna de instrumentos quantitativos válidos para mensurar as emoções discretas do professor. Este estudo teve como objetivo traduzir para português e adaptar o Teacher Emotion Questionnaire (TEQ) para a cultura brasileira. Foram envolvidos, 51 participantes, dos quais quatro tradutores, sete especialistas, 40 professores, e ainda as pesquisadoras e autora principal do TEQ original. O presente estudo metodológico de adaptação cultural contou com as seguintes etapas: (1) traduções; (2) síntese das versões traduzidas; (3) comitê de especialistas; (4) avaliação pelo público-alvo; (5) tradução reversa; (6) estudo-piloto. As etapas tradução e síntese foram realizadas adequadamente, tendo sido introduzidas algumas alterações após a apreciação pelos especialistas e público-alvo. O estudo piloto mostrou que o instrumento adaptado é de fácil compreensão e preenchimento. Por fim, após alguns ajustes, a adaptação cultural foi aprovada pela autora principal do TEQ original. O presente estudo realizou o primeiro passo para disponibilizar um instrumento confiável e válido sobre as emoções dos professores. O próximo passo será a exploração das propriedades psicométricas do TEQ - Versão brasileira. 

Teacher Emotion Socialization Self-Test

2017 ◽  
Author(s):  
Susanne A. Denham ◽  
Hideko H. Bassett ◽  
Susanne L. Miller
Keyword(s):  
Emotion Socialization ◽  
Teacher Emotion ◽  
Self Test

Temperament in the classroom

2016 ◽  
Vol 41 (1) ◽  
pp. 4-14 ◽  
Author(s):  
Hideko Hamada Bassett ◽  
Susanne A. Denham ◽  
Nicole B. Fettig ◽  
Timothy W. Curby ◽  
Mandana Mohtasham ◽  
...  
Keyword(s):  
Hierarchical Linear Modeling ◽  
Emotional Development ◽  
Emotion Socialization ◽  
Moderating Effect ◽  
Social Emotional Development ◽  
Linear Modeling ◽  
Social Emotional ◽  
Teacher Emotion ◽  
Discrete Emotion ◽  
Private And Public

Based on the emotion socialization and bioecological models, the present study examined the contributions of teacher emotion socialization (i.e., teacher reactions to child emotions) on children’s social–emotional behaviors, and the moderating effect of child temperamental surgency on these relations in the preschool context. A total of 337 children and 80 teachers from private and public preschools/childcares participated in the study. To account for the nested nature of our data, hierarchical linear modeling (HLM) was utilized. The results indicated that several types of teacher reactions to children’s emotions significantly predicted children’s social–emotional behaviors, after adjusting for prior levels of the behaviors. In addition, significant interactions between child surgency and teacher emotion socialization behaviors on children’s social–emotional behaviors were found. These interactions indicated that children with low surgency were more sensitive to teachers’ positive and negative socialization, compared to children with high surgency. Our results highlight the importance of discrete emotion socialization behaviors by teachers to children’s social–emotional development.

scholarly journals Teacher Emotion and Learning as Praxis: Professional Development that Matters

2017 ◽  
Vol 42 (3) ◽  
pp. 38-52 ◽  
Author(s):  
Joanne Yoo ◽  
◽  
Don Carter ◽  
Keyword(s):  
Professional Development ◽  
Teacher Emotion ◽  
Emotion And Learning

scholarly journals Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI)

2021 ◽  
Vol 12 ◽  
Author(s):  
Tahereh Heydarnejad ◽  
Gholamreza Zareian ◽  
Saeed Ghaniabadi ◽  
Seyyed Mohammad Reza Adel
Keyword(s):  
Factor Analysis ◽  
Emotion Regulation ◽  
Second Phase ◽  
Emotion Regulation Strategies ◽  
Language Teacher ◽  
Research Attention ◽  
Teacher Emotion ◽  
Significant Difference ◽  
Emotional Demands ◽  
Regulation Strategies

Educational context is a pool of various emotional demands asking for competent teachers who are capable enough to regulate and manage them. The language teacher emotion regulation focuses on the strategies that language teachers implement to regulate their emotions. Considering the paucity of a psychometrically sound instrument in language teacher emotion regulation, this realm has received scant research attention. Thus, the present study was an attempt to develop and validate a conceptually meaningful and psychometrically sound instrument to capture language teacher emotion regulation strategies at workplace. This study is composed of three phases. In the first phase, based on a comprehensive consideration of the existing literature and the results of a semi-structured interview, a six-component model of the language teacher emotion regulation was designed. In the second phase, the results of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability estimates confirmed the validity and reliability of the instrument. The results of CFA refined the final version of the instrument. The Language Teacher Emotion Regulation Inventory (LTERI) includes 27 items with six dimensions on a 5-point Likert scale. Each dimension assesses a discrete language teacher emotion regulation strategy at workplace: situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support. In the third phase, the validated instrument, LTERI was utilized across two different milieus of language teaching in Iran, namely school and university. To do so, an independent samples t-test was applied. As the findings of this phase demonstrated, there is a statistically significant difference between English as a foreign language (EFL) teachers in the two contexts regarding the employed emotion regulation strategies in their professional lives. The implications of the current study can open new perspectives in educational psychology and teacher well-being. Furthermore, the Language Teacher Emotion Regulation Inventory (LTERI) contributes to the field of teacher education by filling the measurement lacuna and advancing quantitative studies in this regard. More significantly, the implications of this study may uncover new prospects for effective teaching and learning, especially during the COVID-19 pandemic, which can provoke various emotional demands for both teachers and learners.

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