01. Professional Learning and Development
Paper
The Devil is in the Details: An Actor-Network Analysis of How Teachers Learn in Hands-On Workshops
Fei-Ching Chen
National Central University, Taiwan
Presenting Author: Chen, Fei-Ching
Teacher learning and teacher professional development (TPD) are always key to educational reform (Edwards 2011). The effectiveness of teacher learning activities is one of the core concerns for TPD around the world. Billions of dollars annually have been invested in improving the quality of teachers’ skills and qualifications by developing their opportunities for TPD (Kraft, Blazar, & Hogan, 2018; DeMonte, 2013). However, research on TPD has generally yielded disappointing results with teacher professional learning activities often being characterised as ineffective (Sancar, Atal, & Deryakulu, 2023; Patfield, Gore, & Harris, 2023; Admiraal, Schenke, Jong, Emmelot & Sligte, 2021; Fairman, Smith, Pullen & Lebel, 2023; Merono, Calderón, & Arias-Estero, 2023).
The ineffectiveness of teacher learning can be attributed to the in-service training style in earlier stage of TPD. Traditional approaches of improving teacher learning emphasize annual credit hours for the sake of credentialing. The training was disconnected from authentic classroom contexts and teachers often passively engaged in these activities, and resulted in their limited motivation (Fariman, et al., 2023; Coldwell, 2017). In considering these drawbacks, much research has tackled this problem and proposed solutions. For example, some called for the need for a clearer definition of TPD and an articulation of its particular characteristics and frameworks (Sancar, et al., 2021). Researchers also proposed conditions to improve the quality of TPD. It would be better if the activities are more intensive, sustained, and practice-based, and if the participation is more active, collaborative, having buy-in from teachers, and subject-specific expertise from outside (Sims & Fletcher-Wood, 2021; Fairman, et al., 2023). However, several recent evaluations of TPD interventions which include all the characteristics have not found a positive impact (Sims & Fletcher-Wood, 2021). In other words, the consensus around the characteristics of effective TPD still lacks evidential warrant.
Clearly, the wicked problems of TPD remain. The questions researchers wondered over for two decades included: What are the conditions that support and promote teachers growth (Clarke & Hollingsworth, 2002)? How teachers develop professionally (Evans, 2011)? What are the contextual factors impacting it (Kang et al., 2013)? What TPD actually is and what effective TPD really entails (Sancar, et al., 2021)? How this TPD should be designed is somewhat less clear (Sims & Fletcher-Wood, 2021). As it currently is, researchers have a vague consensus in the direction of holisticity. Research needs to examine the TPD concept as a whole (Evans, 2014), and provide a meaningful and holistic perspective of TPD (Sancar, et al., 2021). If holisticity is highlighted, rather than exploring fragmented characteristics, features, and elements of TPD, a different research approach may be needed.
This study draws from Actor-network theory (ANT) (Latour, 2005) as a theoretical perspective and methodological approach to investigate TPD. The major difference between the ANT approach and other empirical researches in TPD is that learning is an effect of the relations within assemblages of human and non-human entities (Fenwick & Edwards, 2010). ANT treats entities equally and focuses on relations and its effects. Specifically, learning is considered as relational, connected, and associated through which matter and meaning, object and subject, co-emerge (Mulcahy, 2014). Three conceptual tools of ANT guided this study: translation (Latour, 1987), assemblage, and matter of concern (Latour, 2004). The (in)effectiveness of TPD can then be re-conceptualized as investigating the network effect of TPD activities. By exploring a specific in-service teachers’ hands-on workshop, this study ask the question: how does teacher learning, as a network effect, happen?
Methodology, Methods, Research Instruments or Sources UsedMethodologically, ANT provides a means of following the mess as it unfolds, as opposed to smoothing out and closing down (Fenwick & Edwards, 2010), to allow the nuance of practice to be foregrounded (Mitchell, 2020). Differed from traditional trans-missive models, this study conceptualizes teacher learning as a non-linear model, which is more transformative and participative, to understand how learning occurs. Data were collected through a multi-sited ethnography (Marcus, 1995), observing 44 cross-school teacher community workshops, 40 semi-structured interviews, and numerous postings in online social media. These hands-on workshops took place at various locations with half-day or whole -day intensive session. They were mainly held by reputable high school teachers, or “peer speakers” to enact the current curriculum policies in Taiwan. In their attempts to implement the new pedagogical teaching practices and perspectives, the participants felt frustrated when they have to explicitly output their curriculum design on their group posters. Given the situation that many artifacts were presented around the workshop rooms, such as white boards, papers, sticky notes, posters, curriculum guidelines handbooks, textbooks, and so on, human-centered lens might not serve adequately to explore how learning happened. The socio-material networks were observably more suitable to produce new understanding about how learning occurred.
Data analysis consists of two steps: identifying the 'matter of concern' and identifying the assemblage. First, I trace the varied concerns for all human and non-human actors: how each actor participates in the workshop, paying particular attention to moments of disturbance, such as when sticky notes were not been posted on the white board in time. Second, I follow these concerns to further discover the variegated, complicated, uncertain, risky, heterogeneous, material and network-y features during the process of the workshop, the workshop was thus an object that had become a ‘thing’, a ‘matter of fact’ that had given rise to complicated entanglements (Latour, 2005). A network of people, things, and discourse, -- an assemblage was thus identified. ANT shifts the focus from cognitive gains to the functioning of networks that impact teacher learning (Rubin et al., 2021). Specifically by tracing backwards through networks, learning is seen as an effect of the creation of networks. A phenomenon could be realized as the effects of a dynamic network that includes not only the peer speaker and the participants, but also the artifacts, the questions and/or doubts the participants raised, and even the snacks around them.
Conclusions, Expected Outcomes or FindingsTeacher professional learning were enacted not only by people but also by tools. Five assemblages were identified: willingness to receive, ability to receive, willingness to understand, ability to understand, and ability to practice. Each assemblage was enacted by heterogeneous actors. For example, to enact their ability to receive, the practical language the peer speaker used enrolled participants to be able to acquire the context-embedded academic knowledge. The simplified academic knowledge mobilized participants to be able to externalize what they understood on the sticky notes. In the same vein, to enact their ability to understand, the questions the facilitators asked for each group members were enacted by the sticky notes they wrote, and the flexibility of the procedures allowed by the facilitator mobilized the participants not to quit from the unfamiliar learning tasks. Interestingly, , to enact the ability to practice, the snacks provided around the workshop space kept the frustrated participants from dropping out and enrolled them back to the complicated dialogues. In summary, it was not the individual actors, but the associated relations between actors that linked each other to perform differently throughout the workshop. Using such a non-linear socio-material approach, the findings of this study offers an important shift in our understanding and support of TPD: teacher learning is the result of mobilized networks. To be effective, we need to examine how learning emerges through network effects, rather than as a cognitive process in general. The contribution of this proposal is significant because little research in TPD examined how learning occurred based on ANT. If the silent participation of those heterogeneous actors were overlooked, we would be less possible to scrutinize how human and nonhuman enact and translate each other, resulting in nuanced network effects.
ReferencesAdmiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: what can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684-698.
Callon, M. (1986). Some elements of a sociology of translation: Domestication of the scallops and the fishermen of St Brieuc Bay. In J. Law (Ed.), Power, action and belief: a new sociology of knowledge?(pp. 196-223). London, England: Routledge.
Coldwell, M. (2017). Exploring the influence of professional development on teacher careers: Developing a path model approach. Teaching and teacher education, 61, 189-198.
DeMonte, J. (2013). High-quality professional development for teachers: Supporting teacher training to improve student learning. Center for American Progress. July. Retrieved 23 April 2020, from http://www.tapsystem.org/publications/tap-infocuscenter-for-american-progress-high-quality-teacher-professionaldevelopment.pdf.
Fariman, J. C., Smith, D., Pullen, P.C., Lebel, S.J. (2023). The challenge of keeping teacher professional development relevant. Professional Development in Education, 49(2), 197-209,
Fenwick, T., & Edwards, R. (2010). Actor-network theory in education. Oxon, England: Routledge.
Kraft, M.A., Blazar, D., Hogan, D. (2018). The effect of teaching coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588.
Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30(2), 225-248.
Latour, B. (2005). Resembling the social: An introduction to actor-network-theory. New York, NY: Oxford University Press.
Meroño, L., Calderón, A., & Arias-Estero, J.L. (2023). Teachers professional development needs: A critical analysis of TALIS through structural equation modelling. European Journal of Teacher Education,
Mitchell, B. (2020). Student-led improvement science projects: a praxiographic, actor-network theory study. Studies in Continuing Education, 42(1), 133-146.
Mulcahy, D. (2012) Thinking teacher professional learning performatively: a socio-material account, Journal of Education and Work, 25(1), 121-139,
Patfield, S., Gore, J., & Harris, J. (2023). Shifting the focus of research on effective professional development: Insights from a case study of implementation. Journal of Educational Change, 24:345–363.
Rubin, J.C., Land, C.L. & S Long, S.L. (2021): Mobilising new understandings: an actor-network analysis of learning and change in a self-directed professional development community, Professional Development in Education,
Sancar, R., Atal, D., & Deryakulu, D. (2023). A new framework for teachers’ professional development. Teaching and Teacher Education. 101, 103305.
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47-63,
01. Professional Learning and Development
Paper
The Value of The Question Compass as a Conceptual Tool to Improve Teachers’ Guidance of Student Question Quality.
Harry Stokhof, Helma Oolbekkink-Marchand
Hogeschool Arnhem Nijmegen, Netherlands, The
Presenting Author: Stokhof, Harry
Student questions have multiple benefits for teaching and learning (Chin & Osborne, 2008). However, to ensure that student questioning is effective for learning, teachers must ensure that students will find answers. A major obstacle for teachers in guiding questions to answers is that many initial student questions are unfocused, poorly investigable, and therefore difficult to answer (Baranova, 2017). Guiding unclear initial questions to more focused investigable questions, is a cognitively challenging and time-consuming process (Herranen & Aksela, 2019). Teachers would like more insight into how to guide learning questions to answers in the best possible way within the available time and resources (Kaya, 2018).
Our assumption was, that teachers would first need a clear view of the aspired quality of a question in order to identify the potential quality in initial student questions and to be able to use appropriate instructional strategies to foster that quality. However, we found that the participating teachers in this study found it initially difficult to identify the potential quality of student questions. They needed to develop a deeper understanding of which types of student questions and research activities would lead to hands-on research that is feasible for students and which will lead to deeper understanding of the core concepts of the subject under study. Smith et al. (2013) showed that teachers who guide the process of student questioning need to develop Pedagogical Process Knowledge. PKK refers to the teachers’ ability to diagnose the current state of students’ question quality and the ability to choose and employ the most effective instructional strategies to foster the students questioning process.
Smith et al. (2013) found that teachers could develop PPK in a community of practice by using conceptual models (cf. Bereiter, 2005). Unfortunately, a conceptual model to develop PPK about fostering question quality was not yet available. Therefore, we developed the conceptual model of Multiple Hypothetical Question-Related Learning Trajectories (MHQLT’s) for this study. MHQLTs are based on the Hypothetical Learning Trajectories (HTLs) of Simon and Tzur (2004) as a conceptual model to help teachers explore possible pathways that learners might take to reach a learning outcome. Simon and Tzur found that using HLTs to explore potential learning pathways helped teachers to anticipate on and use effective instructional strategies to support student learning. The HLT approach seemed promising for guiding student questioning, because this might help teachers to think about, anticipate upon and find effective ways to foster the quality of student questioning for hands-on research. The essential functionality of the MHQLTs -model is: a) to explore the different learning trajectories of various question-types based on for students feasible research activities, and b) to understand the patterns in the relationship between the formulation of different question-types, types of hands-on research activities and types of learning outcomes. To make working with the MHQLTs model more accessible for teachers we visualized and introduced it to them as the “Question Compass”.
The aim of this study was to determine the value of the Question Compass for teachers' professional learning of effective diagnostic and instructional strategies (PPK) to guide the quality of student questions. To determine if and how the Question Compass contributed to teachers’ professional learning, the value of the conceptual model was operationalized with Odenbaugh’s (2005) and Alonzo and Elby’s (2019) criteria for the quality of conceptual tools: generativity, flexibility, and robustness. Therefore, the main research question of the study was: In what ways was working with Question Compass as a conceptual model perceived as generative, flexible and robust for teacher learning about effective diagnostic and instructional strategies to support students’ question quality?
Methodology, Methods, Research Instruments or Sources UsedA multiple case study methodology was applied because this is particularly instrumental for evaluating phenomena in real-life contexts (Yazan, 2015). A broad sample of teachers from primary education was included because maximum variation sampling enables a comprehensive description of the phenomenon (Patton, 2015). To explore what the value of Question Compass would be for guidance of student question quality, 32 teachers from six Dutch primary schools participated in four design teams, which worked independently in four iterative cycles of design, implementation, evaluation and reflection and redesign over a period of two school years.
The focus in the design teams was on the professional learning of the teachers to support them in developing their own ideas and concrete plans for guiding student question quality. At the start of each design cycle, the researcher first (re)introduced the Question Compass and the basic ideas underlying the conceptual tool. After this introduction, teachers used the Question Compass to collaboratively design professional experiments for topics of their own choosing, by brainstorming about possible desirable student questions, discussing how these types of questions might be prompted, and what kinds of guidance students would need to answer them. Then, teachers individually tested their lesson plans in practice. Upon completion of these professional experiments, teachers evaluated their experiences collaboratively in their design teams.
The primary data source consisted of 36 hours of transcribed audio recordings of all sessions during the three completed design cycles and the worksheets that teachers used during these sessions. To triangulate teachers’ self-report about the professional experiments, we made classroom observations and collected video recordings of classroom learning activities. The basis for our analysis is the Interconnected Model of Teachers’ Professional Growth (IMTPG) of Clarke and Hollingsworth (2002) (Figure 3). The IMTPG was selected because it both acknowledges the complexity of teacher change and the importance of teacher agency in professional learning (Roehrig, 2023). We developed a coding schema based on the four change sequences in the IMPTG model that can be related to: generativity (CS1), flexibility (CS2), robustness: lessons learned (CS3) and robustness: salient outcomes (CS4), as shown in Figure 3. To ensure quality of the coding scheme, two coders independently tested it on 10% of the data. The interrater agreement was 85%. Differences were discussed and resolved, further refining and clarifying the coding scheme. Then the rest of the data was coded
Conclusions, Expected Outcomes or FindingsTo determine the value of the Question Compass for teachers as a conceptual tool to foster student question quality three criteria were identified: generativity, flexibility, and robustness
For generativity findings show that the tool helped teachers develop conceptions of good inquiry learning questions by relating quality to feasible inquiry activities. It also made teachers more aware of how to develop epistemic agency by examining the relationship between question type, research method and learning outcomes. Moreover, the tool was considered to support a more purposeful design of teacher guidance of student questions.
For flexibility findings show that teachers:1) used the Question Compass in various explicit ways to diagnose question quality, 2) used the Question Compass in multiple ways explicitly in their instructional strategies to support generating, formulating and answering student questions, 3) were able to use Question Compass to develop diagnostic and instructional strategies that fitted their own personal and their classroom’s needs, 4) developed flexibility over time, leading teachers to combine and vary their instructional strategies as they deemed most appropriate.
For robustness findings show that: a) recognizing and categorizing question types was supportive for diagnosing question quality, b) prompting students with purposely chosen activities and materials and modeling question types was effective for generating questions, c) anticipating on the question-types’ research methods fostered support of the answering process and d) discussing question types with students was effective for fostering learning outcomes.
We conclude that findings support our assumption that the Question Compass as a conceptual tool supported the collaborative professional learning of teachers when designing, implementing and evaluating professional experiments and in this way fostered teachers’ guidance of student question quality.
ReferencesAlonzo, A. C., & Elby, A. (2019). Beyond empirical adequacy: Learning progressions as models and their value for teachers. Cognition and Instruction, 37(1), 1-37.
Baranova, E. A. (2017). Question-asking behavior as a form of cognitive activity in primary school children. Psychology in Russia, 10(1), 269.
Bereiter, C. (2005). Education and mind in the knowledge age. New York, NY: Routledge.
Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39.
Clark, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/ S0742-051X(02)00053-7
Herranen, J., & Aksela, M. (2019). Student-question-based inquiry in science education. Studies in Science Education, 55(1), 1-36.
Kaya, S. (2018). Improving the quality of student questions in primary science classrooms. Journal of Baltic Science Education 17(5), 800–811.
Odenbaugh, J. (2005). Idealized, inaccurate, but successful: A pragmatic approach to evaluating models in theoretical ecology. Biology and Philosophy, 20, 231–255.
Patton, M.Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: Sage.
Roehrig, G. (2023). Research on Teacher Professional Development Programs in Science. In Handbook of Research on Science Education (pp. 1197-1220). Routledge.
Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. Mathematical Thinking and Learning, 6(2), 91-104.
Smith, C., Blake, A., Fearghal, K., Gray, P., & McKie, M. (2013). Adding pedagogical process knowledge to pedagogical content knowledge: teachers' professional learning and theories of practice in science education. Educational research eJournal, 2(2), 132-159.
Yazan, B. (2015). Three approaches to case study methods in education Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152.
01. Professional Learning and Development
Paper
Emotional Ambience in Educational Settings: A Close Examination of Teacher-Student Interactions
Adam Droppe
University of Kristianstad, Sweden
Presenting Author: Droppe, Adam
This paper aims to examine the Emotional Ambience (EA) in classroom interactions between teachers and students. During a Swedish lesson, students aged 13-14 work individually on writing assignments. The teacher attends to students who raise their hands and ask for assistance, leading to one-to-one interactions, also known as dyadic interactions, which are the focus of the analyses. Two video-documented interaction situations of different character are studied. The analysis focuses on the emotional coordination of various communication elements between student and teacher, including gestures, facial expressions, tone of voice, and tempo of speech.
In a recently published article, I introduce the concept of Emotional Ambience along with a three-dimensional model for examining collective emotions created in social situations (Droppe, 2023). The model outlines 1) the valence of collective emotions - ranging from pleasant to unpleasant, 2) their level of arousal - from low to high, and 3) the level of emotional entrainment or coordination - from weak to strong - among the actor’s emotional expressions in interactions. In this paper, I intend to apply the model of Emotional Ambience to empirical data.
The concept of Emotional Ambience complements Randall Collins' theory of Interaction Ritual Chains and his concept of Emotional Energy (Collins, 2004). Collins' theory elucidates the manner in which interwoven rituals of daily existence wield influence over social life. It outlines how collective actions and shared cognitive and affective orientations within a group can evolve into sentiments of solidarity and reverence for the group's symbols. Successful interaction rituals engender Emotional Energy (EE), marked by increased levels of confidence, enthusiasm, and proactivity. Conversely, unsuccessful interaction rituals deplete EE, prompting individuals to seek to reproduce interactions that enhance EE while avoiding those that diminish it (ibid.).
Emotional Energy resides within the individual as the enduring emotional outcome resulting from the interaction ritual. It extends beyond the immediate interaction and shapes subsequent interactions, thus forming interaction ritual chains. In contrast, Emotional Ambience is collective, arising from the emotions exchanged among actors during an interaction ritual. It dissipates once the interaction concludes.
This implies that there exists an intriguing dynamic between EE and EA as they mutually influence each other. However, it is not a simple linear relationship where a positive atmosphere yields emotional energy. For instance, during a funeral, where the emotional ambience is characterized by sorrow and sadness, emotional energy may arise as a consequence of mourners coming together and sharing their feelings during the ritual.
Collins' theory in combination with the EA-model underscores the importance of conjoined actions and shared focus in creating a sense of belongingness (Collins, 2004; Droppe, 2023). Applying this perspective to educational contexts offers insights into classroom dynamics between teachers and students. Emotional coordination drives social cohesion and is observable through participants' verbal and non-verbal language and expressions. This model enhances our understanding of collective emotions and their role in shaping social relations, especially in educational environments. In this context, this study contributes to the expanding body of research focusing on the importance of social relationships in educational settings. By shedding light on the social dynamics between teachers and students the study aims to enhance our understanding of how these relationships shape educational experiences.
Methodology, Methods, Research Instruments or Sources UsedThe concept of Emotional Ambience explores how language reflects varying levels of well-being and arousal. Words like "peace" and "euphoria" denote pleasant emotions, while "melancholy" and "rage" signify unpleasant ones, with each also expressing different levels of arousal. Models in psychological research often categorize emotions along two-dimensional scales, such as arousal and valence (see for example Russell 1980; Watson and Tellegen 1985; Larsen and Diener 1992; Thayer 1996; Yik 1999). However, while these models focus on individual “inner” emotions, the Emotional Ambience model examines collective emotions created between people in social situations. Observing and analyzing emotional ambience involves assessing the consistency of emotions expressed by participants. The strength of emotional coordination among individuals determines the intensity of the emotional ambience. For instance, high strength indicates strong emotional coordination, while low strength suggests less consistency. The absence of emotional coordination results in an indeterminate EA. Understanding EA involves considering arousal, pleasure/displeasure, and strength.
Studying the emotional ambiance in a situation involves identifying expressed emotions and observing if actors synchronize in their emotional expressions through microanalyses. Various models, such as Paul Ekman's Facial Action Coding System, decode facial expressions' emotional nature (Ekman & Friesen, 1978). Video footage aids in detailed facial expression analysis. Analyzing emotional ambiance through facial expressions focuses on emotional coordination levels among actors. Voice aspects like intonation and tempo indicate emotional coordination. Paralinguistic signs, such as mumbling or pauses, reveal emotions like shame (Scheff & Retzinger, 2000). Emotional contagion (Collins, 2004; Durkheim, 1915) and mirroring behaviors (Chartrand & Bargh, 1999) contribute to emotional ambiance. Multiple factors, including gestures, facial expressions, and paralinguistic markers, must be considered in analyzing emotional ambiance during interaction rituals.
Relational processes in an 8th-grade Swedish class (students aged 14-15) in a major Swedish city are studied through filmed lessons. The micro-analysis focuses on teacher-student interactions as students work individually on writing tasks and the teacher circulates to assist those who raise hands.
Using two video cameras and audio equipment, a 48-minute lesson was recorded. Two episodes, each demonstrating unique interaction rituals, are analyzed, highlighting typical interaction patterns and the method's applicability in diverse emotional contexts. This analysis evaluates emotional coordination strength and character, emphasizing the emotional ambiance.
Conclusions, Expected Outcomes or FindingsThe analysis highlights several microsociological indicators of the development of a solidary connection between the teacher and student. The EA, initially low on the arousal scale, sees some elevation during the exchange, with coordinated expressions of sympathy and liking. The episodes reveal a blend of confrontation and sympathy, laughter and frustration, although yet illustrating typical features of successful interaction rituals.
The interaction is centered around a shared intellectual and emotional focus, characterized by exclusivity in verbal and non-verbal expressions. The interactions showcases the nuanced sensitivity to tone shifts and facial expressions, driving coordinated behavior. Emotional energy generated in these rituals fosters confidence, satisfaction, and motivation, drawing individuals to seek future similar experiences.
When the interaction ends, the emotional ambience dissipates. What remains thereafter are the emotions that individuals carry as a result of the interaction ritual, in the form of emotional energy. Engaging in emotionally coordinated interaction rituals fosters harmony, social bonds, and group solidarity, prompting individuals to replicate successful rituals. Understanding these commonplace interactions is crucial, as they may subtly impact teacher-student relations, despite their routine nature.
The microscopic analysis delves into the dynamics of teacher-student relationships in school settings. It explores how routine interactions shape emotional connections and influence engagement. Through interaction rituals, where actions are collectively performed, a shared experience is created, fostering social integration and identity formation. Emotional energy generated in these rituals fuels engagement and satisfaction.
Understanding emotional coordination, ambience, and energy is vital for fostering supportive learning environments. Analyzing subtle cues like facial expressions and intonation helps decipher emotional dynamics. This awareness is crucial in teacher education, where educators learn to build constructive relationships and engage students effectively.
ReferencesChartrand, Tanya. L., & Bargh, John. A. (1999). The chameleon effect: The perception-behavior link and social interaction. Journal of Personality and Social Psychology, 76, 893–910.
Collins, Randall. 2004. Interaction ritual chains. Princeton, N.J.: Princeton University Press.
Droppe, Adam. 2023. Emotional Ambience in Interaction Rituals: A Conceptional Completion to Emotional Energy. Social Sciences, 12(9), 509.
Ekman, Paul, and Wallace V. Friesen. 1978. Facial Action Coding System: A Technique for the Measurement of Facial Movement. Palo Alto: Consulting Psychologists Press.
Larsen, Randy. J., and Edward Diener. 1992. Promises and problems with the circumplex model of emotion. In Emotion. Edited by Margaret S. Clark. London: Sage Publication, pp. 25–59.
Russell, James A. 1980. A circumplex model of affect. Journal of Personality and Social Psychology 39: 1161.
Scheff, Thomas J., and Suzanne M. Retzinger. 2000. Shame as the master emotion of everyday life. Journal of Mundane Behavior 1: 303–24.
Thayer, Robert E. 1996. The Origin of Everyday Moods: Managing Energy, Tension, and Stress. Oxford: Oxford University Press.
Watson, David, and Auke Tellegen. 1985. Toward a consensual structure of mood. Psychological Bulletin 98: 219–35
Yik, Michelle Siu Mui. 1999. A Circumplex Model of Affect and Its Relation to Personality: A Five-Language Study. Ph.D. dissertation, University of British Columbia, Vancouver, BC, Canada.
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