In this chapter, a model to understand teachers’ emotions and behaviors in the classroom in relation to their professional identity will be presented and illustrated with empirical data. In the model it is argued that two types of teacher emotions, in this case associated with the domain of teacher-student interpersonal relationships, can emerge. One type of emotions are the result of teachers’ interpretations of and coping with specific classroom events, whereby their emotions are part of the appraisal process of situations, that are evaluated in the light of their interpersonal role identity standards. The second type of emotions emerge as a result of tensions or dilemmas that appear within or between different interpersonal role identity standards and are often based on series of classroom situations and events. It is argued that the model is helpful for both researchers and practitioners to better understand, recognize and support beginning (and experienced) teachers with emotions that occur in the classroom, and to help stimulate both their personal as well as professional development.
|Name||Advances in Research in Education|