Maria Antónia Martins Teresa Pessoa Piedade Vaz-Rebelo Dom Duarte High School/University of Coimbra ATEE Annual Conference 2010: Responsibility, Challenge and Support in Teachers Life-long Professional Development Teachers’ emotions and feelings when faced with the Teaching Career Statute Budapest, August, 2010
14
Embed
Maria Antónia Martins Teresa Pessoa Piedade Vaz-Rebelo Dom Duarte High School/University of Coimbra ATEE Annual Conference 2010 : Responsibility, Challenge.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Maria Antónia Martins
Teresa Pessoa
Piedade Vaz-Rebelo
Dom Duarte High School/University of Coimbra
ATEE Annual Conference 2010:
Responsibility, Challenge and Support in Teachers' Life-long Professional Development
Teachers’ emotions and feelings
when faced with the Teaching Career Statute
Budapest, August, 2010
The main objective of this work was:
• To make public the emotions and feelings of secondary education teachers following the implementation of the educational reforms of the 17th Constitutional Government in Portugal.
Characteristics
of the Teaching Career Statute
(TCS)
Teachers emotions and
Feelings when faced with TCS
Methodology
of the research work
Analysis of data
Teaching Career Statute (TCS): Teachers’ Emotions and Feelings
• It was approved against a background of widespread opposition and conflict between Portuguese teachers and the Ministry of Education;
Main characteristics/problems of TCS
• It divides the teachers into two levels, resulting in a two-tier profession
Teachers
“Titular” teachers
This division was made according to the following rules:
- Evaluation period limited to the last 7 years of career;
- Administrative, non-pedagogical and scientific criteria.
Main characteristics/problems of TCS
• It presents a new Evaluation Model.
In the previous model… In the 17th government model…
Teachers had to produce a critical report of one’s teaching and non-teaching activity;
There was only one category of teacher
The grades obtained by students count for each teacher evaluation
Evaluation is made by peers (by “titular” teachers)
Teachers are categorized according to a pyramidal model
Main characteristics/problems of TCS
Defining and distinguishing emotions and feelings according to various authorsTeacher’s emotions and
feelings were analysed in two different moments Relating teachers emotions and
feelings with their life cycles according to different researchers
Darwin
James
LangeCannon
DamásioEkman
Friesen
Goleman
Fears and Malaise
Brooks
Conley
Fernandes
Jesus
Paths
Huberman
Esteve
There are also recent studies of teachers’ emotions which are directly related to reforms
Veen and Sleegers (Netherlands) (2009)
Kelchtermans (Belgium) (2005)
Methodology
Methodological choice
The interviewTarget subjects
Content analysis
Categories and subcategories
Categories Subcategories
Career
Service time
Positions held
Continuous training
Situation in career
Teachers Career Statute
(TCS)
Moment when content is learned
Type of knowledge
Weak points
Strong points
Emotions/Feelings
Seriation of “titular” teachers
Rules of seriation
Emotions/feelings
Teachers Evaluation Model
(TEM)
Moment when content is learned
Type of knowledge
Weak points
Strong points
Emotions/Feelings
Classification of emotions and feelings (according to Damásio)
Presentation of feelings and emotions of interviewed teachers(description and analysis)Analysis of data
Analysis of dataFeelings and Emotions of interviewed teachers
Example:• Teacher’s career statute Feelings and emotions expressed by the teachers
Categories Subcategories Indicators Count
TCS Emotions/
feelings
Instability
Revulsion
Anomie
Fear for professional future
Anger
Selfishness
Injustice
5
4
3
2
1
1
1
Final considerations
From this study we stress the following aspects:
• The non-recognition of competence of evaluators.
• A strong predominance of a negative side of emotions and feelings of teachers interviewed (evidenced in greater numbers for the TEM).
• The feelings / emotions with the highest counts are malaise, injustice, fear and anger.
Final considerations
• It was the more experienced teachers who expressed the most feelings/emotions.
• The only positive Feelings / Emotions mentioned are teachers uniting in contesting to the model and relief at not having to perform the duties of assessor, expressing negativity: