Beginning teachers' situated emotions: A study of first classroom experiences

Journal of Education for Teaching

Volumn 29, Issue 3, 2003, Pages 219-234

  Ria, Luc ^a   Sève, Carole ^b   Saury, Jacques ^c   Theureau, Jacques ^d   Durand, Marc ^e  

^a University Institute of Teacher Education   (France)

^b UNIVERSITÉ DE ROUEN   (France)

^c UNIVERSITÉ DE NANTES   (France)

^d UNIVERSITÉ DE TECHNOLOGIE DE COMPIÈGNE   (France)

^e University Institute of Teacher Education   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 8744282987     PISSN: 02607476     EISSN: 13600540     Source Type: Journal    
DOI: 10.1080/0260747032000120114     Document Type: Article

References (26)

1. BERTONE, S., MEARD, J.A., EUZET, J.P., RIA, L. & DURAND, M. (2003) Intrapsychic conflict experienced by a preservice teacher during classroom interactions: a case study in physical education, Teaching and Teacher Education, 19(1), pp. 113-125.
2. BERTONE, S., MEARD, J., FLAVIER, E., EUZET, J.P. & DURAND, M. (2002) Undisciplined actions and teacher-student transactions during two physical education lessons, European Physical Education Review, 8(2), pp. 99-117.
3. BOEKAERTS, M. (1996) Affect, emotions and learning, in: J. SIKULA (Ed.) Handbook of Research on Teacher Education (New York, Macmillan).
4. DAMASIO, A.R. (1999) The Feeling of What Happens. Body and Emotion in the Making of Consciousness (New York, Harcourt Brace & Co.).
5. DAY, C. & LEICHT, R. (2001) Teachers' and teacher educators' lives: the role of emotion, Teaching and Teacher Education, 17(4), pp. 403-415.
6. DEWEY, J. (1986 [1938]) Logic: the theory of inquiry, in: J.A. BOYDSTON (Ed.) John Dewey: the later works (Carbondale, IL, Southern Illinois University Press).
7. DURAND, M. (1998) Teaching action in physical education, Cagigal Lecture at the AIESEP World Conference, Adelphi, July.
8. DURAND, M., RIA, L. & FLAVIER, E. (2002) La culture en action des enseignants [Teachers' enacted culture], Revue des Sciences de I'Education, XXVIII(1), pp. 83-103.
9. FEIMAN-NEMSER, S. & RÉMILLARD, J. (1996) Perspectives on learning to teach, in: F.B. MURRAY (Ed.) The Teacher Educator's Handbook: building a knowledge base for the preparation of teachers (San Francisco, CA, Jossey-Bass).
10. FLAVIER, E., BERTONE, S., HAW, D. & DURAND, M. (2002) The meaning and organization of physical education teacher's action during conflict which opposes them with student(s), Journal of Teaching in Physical Education, 22(1), pp. 20-38.
11. GREENO, J.G. & THE MIDDLE SCHOOL MATHEMATICS THROUGH APPLICATION PROJECT GROUP (1998) The situativity of knowing, learning and research, American Psychologist, 53(1), pp. 5-26.
12. HARGREAVES, A. (1998) The emotional practice of teaching. Teaching and Teacher Education, 14(8), pp. 835-854.
13. HARGREAVES, A. (2000) Mixed emotions: teachers' perceptions of their interactions with students, Teaching and Teacher Education, 16(8), pp. 811-826.
14. HASEGAWA, N. & YOSHIMURA, S. (1999) Human-machine cooperation for emotion support. Study by using a simulation model, Le Travail Humain, 62(3), pp. 247-272.
15. HUTCHINS, E. (1995) Cognition in the Wild (Cambridge, MA, MIT).
16. LAVE, J. (1988) Cognition in Practice: wind, mathematics and culture in everyday life (Cambridge, Cambridge University Press).
17. LEBLAKC, S., SAURY, J., SEVE, C., DURAND, M. & THEUREAU, J. (2001) An analysis of a user's exploration and learning of a multimedia instruction system, Computers & Education, 36, pp. 59-82.
18. PEIRCE, C.S. (1931-1935) The Collected Papers of C.S. Peirce (Cambridge, MA, Harvard University Press).
19. RIA, L. (2001) Les preoccupations des enseignants debutants en Education Physique et Sportive. Etude de l'expérience professionnelle et conception d'aides a la formation [Beginning teachers' preoccupations in physical education. Study of professional experience and conception of training aids], Unpublished doctoral dissertation, University of Montpellier.
20. RIA, L. & DURAND, M. (2001) Les préoccupations et la tonalité émotionnelle des enseignants debutants lors de leurs premières experiences en classc [Beginning teachers' preoccupations and emotional flow during their first classroom experiences] Les Dossiers des Sciences de I'Education, 5, pp. 111-123.
21. RIA, L., SAURY, J., SÈVE, C. & DURAND, M. (2001) Les dilemmes des enseignants débutants: Etudes lors des premières expériences de classe en Education Physique [Beginning teachers' dilemmas], Science et Motricité, 42, pp. 47-58.
22. SCHERER, K.R., SCHORR, A. & JOHNSTONE, T. (2001) Appraisal Processes in Emotion. Theory, Methods, Research (Oxford, Oxford University Press).
23. SCHWAB, R.L. (1996) Teacher stress and burnout, in: J. SIKULA (Ed.) Handbook of Research on Teacher Education (New York, Macmillan).
24. SUCHMAN, L. (1987) Plans and Situated Action (Cambridge, MA, Cambridge University Press).
25. THEUREAU, J. (1992) Le cours d'action: Analyse sémio-logique. Essai d'une anthropologie cognitive située [Course of action: semiological analysis. Essay on situated cognitive anthropology] (Berne, Peter Lang).
26. VARELA, F. (1980) Principles of Biological Autonomy (New York, Elsevier North Holland).