Abstract:
Empirical evidence shows that Hong Kong teachers, especially beginning teachers, are suffering from emotional challenges in their professional lives. This project aimed at enhancing student teachers’ understanding of emotion regulation and cultivating their capacity on emotion regulation to improve their performance in Field Experience. These were achieved through the inclusion of an intervention on emotion regulation in a core undergraduate course, which is offered just before Field Experience. A productive failure approach will be adopted to design teaching materials on the intervention to handle emotional challenges.The project was designed using comparison groups – experimental and control groups with a mixed method. Various qualitative and quantitative sources of data were collected. The qualitative data comprised pre- and post-interviews. 12 students for experimental and control groups respectively participated the two-round interviews. These 24 students were asked to video one lesson and handed it to the project team. Quantitatively, the pre-survey on emotion regulation was conducted with 240 students in the first lecture of the course and the post-survey was conducted to the same group after Field Experience. 240 student’s performances in Field Experience were collected for comparison analysis.
Code:
T0188
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Jul 2017
End Date:
30 Jun 2018
Status:
Completed
Result:
Quantitatively, we collected 226 students for pre-survey and 215 students for post-survey. Through the analysis for the pre- and post-surveys, it shows that the mean scores for positive emotions in the post-survey are higher than those in the pre-survey (Love, Joy) and the mean scores for negative emotions are lower than those in the pre-survey (Anger, Sadness, Fear), and three mean differences are significant, namely Love, Joy, and Anger. Furthermore, there are no significant mean differences the three factors of emotion regulation strategies.Qualitatively, 12 students from three experimental groups and 12 students from three control groups participated in the pre- and post-interviews. All 12 students from three experimental groups commented that they understood more on emotion and regulation. All 22 students from three experimental groups indicated that including teacher emotion and emotion regulation content in the course is helpful for their coming field experience and day life. 14 lesson videos were collected from two experimental groups (n=8) and two control groups (n=6). Initial analysis of 14 lesson videos does show that students from two experimental groups (n=8) are more likely to better manage their emotion, their students’ emotion, and classroom comparing with their peers from two control groups (n=6).
Impact:
Three major outcomes have been achieved. First, this TDG project enhanced students’ emotion regulation capacity and emotional experience in their practicum. This outcome aligns with the EdUHK’s thematic area on “enhancement of student learning outcomes and the four core competencies in Field Experience”. Second, this project promoted innovative curriculum design for the core undergraduate course, Teachers and Teaching in Context, in terms of teaching content and instruction, or developing a new undergraduate course on emotion regulation. This outcome is consistent with the EdUHK’s thematic area on enhancement of curriculum innovation and creativity. It is measured through gathering students’ comments on the inclusion of emotion regulation as one element of their core course either in the current experimental course or in a new course. Third, another proposal for TDG has developed for Positive and Values Education (PAVE) Courses in EdUHK involving with the PF approach, which will benefit a wider range of students in GE courses. This outcome is coincident with the EdUHK’s thematic area on enhancement of classroom practice innovation and creativity, promoting positive education.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
Chen, J. (2019). Efficacious and positive teachers achieve more: Examining the relationship between teacher efficacy, emotions, and their practicum performance. The Asia-Pacific Education Researcher, 28(4), 327–337. doi: 10.1007/s40299-018-0427-9 (https://repository.eduhk.hk/en/publications/efficacious-and-positive-tea...)
Chen, J. (2018, December). Inclusion emotion regulation into a core undergraduate course: An intervention study. Paper presented at the Hong Kong Educational Research Association (HKERA) International Conference 2018: Equity, Access, and Diversity in Education: Theory, Practice, and Research, The Chinese University of Hong Kong, Hong Kong, China. (https://repository.eduhk.hk/en/publications/inclusion-emotion-regulation...)
Chen, J. (2018, December). Understanding student teachers’ attitudes towards emotion and emotion regulation knowledge in their courses. Paper presented at the Hong Kong International Conference on Education, Psychology and Society (HKICEPS 2018), Royal Plaza Hotel, Hong Kong, China. (https://repository.eduhk.hk/en/publications/understanding-student-teache...)
Seminars/Presentations/Sharing Sessions
Chen, J. (2018). Teacher emotion and emotional labor. Seminar conducted at The Education University of Hong Kong, Hong Kong, China.(https://repository.eduhk.hk/en/publications/e9051248-ee84-4b80-8b9a-5dd74c294931)
Teaching and Learning Resources/ Materials (including online resources)
Dr. Chen Junjun. 2018). Teaching materials implementing the productive failure approach. On-line task: Freedom writers worksheet. The Education University of Hong Kong.(https://repository.eduhk.hk/en/publications/f4e290d0-d9f3-4b1e-99bb-c185bc38d485)
Financial Year:
2016-17
Type:
TDG