Knowing me, knowing you: Teachers applying emotional knowledge of themselves and their learners.

Knowing me, knowing you: Teachers applying emotional knowledge of themselves and their learners. Eamonn Pugh, University of Cumbria (candidate seeking M.Phil to PhD transfer) Eamonn.Pugh@cumbria.ac.uk

The problem • Lack of research into teacher emotions, particularly in teacher education (Tickle, 1991; Hayes, 2003; Zembylas, 2003; O’Hanlon, 2005, Kreminitzer, 2005) • Researchers know surprisingly little about the role of emotions in learning to teach, how teachers’ emotional experiences relate to their teaching practices, and how the sociocultural context of teaching interacts with teachers’ emotions. Researchers also know little about how teachers regulate their emotions”. (Sutton and Wheatley, 2003:328)

I need your Help Please advise/question me about my methodology for Cycle 3 (particularly empowerment of participants and data collection/analysis). I aim to: • Contribute to emotional aspects of teaching by teacher educator(s), student teacher(s) and in-service teacher(s) • Respect individuals and the truth (Bassey, 1995) • Manage the enquiry within opportunities/constraints of being a full-time teacher educator (50% partnership work in schools and 50% HE teaching)

The literature • Inter- and intra-personal intelligences; MI(Gardner, 1983, 1993) • Emotional intelligence (EI) (Mayer and Salovey, 1993; Goleman 1995) • Contested field (Matthewset. al., 2002; Ecclestone & Hayes, 2008) • Emotional competence (Wakeman, 2006; Kyburienė, Večkienėand Senikeinė, 2007) • Emotional knowledge/pedagogic content knowledge (Mortiboys, 2005, 2011; McCaughtry, 2004; Zembylas, 2005, 2007; Izard, 2011) • Emotional knowing(Blackler, 1995; Sutton, 1996; Brownlee, 2005) • Situated variablese.g. emotional labour, knowledgability, (Hargreaves,1998; Ria,2003; Bierema,2008; Korthagen,2010; Wenger 2011)

Laura and Hayley (pseudonyms)

Conceptual Framework:emotional aspects of teaching Participant Trainee: I could feel it going wrong at an early point and I was mad at myself. Participant Trainee: With more background knowledge, I’d have been more relaxed and confident. Being observed is nerve-wracking enough, but not knowing what youwere looking for...

methods Cycle 1 • “Raising trainee teacher classroom performance by explicitly addressing their emotional intelligence”. Two observations fed back using EI filter tool and professional standards proformas, plus interviews with trainees and their mentors. Findings: Correlation between improved EI and performance against QTS standards, but no causality; some socially-desirable responses. Cycle 2 • “What are the benefits of trainee self-assessment of emotional competence?”[PhD scoping study]. Trainees video recorded their teaching, self-report using EI filter; plus interviews and short written reflection • Key finding : Trainees evaluated their behaviours, rather than emotional awareness (little reflection on underlying feelings) Cycle 3 • “Knowing me, knowing you: the impact of teachers' emotional knowing on themselves and their learners”

[Ethical] Approach to Analysis • Open communication and information flow with participants • Democratic, collaborative researcher relations with all participants (a learning community) • Compliant with institution’s Ethical Clearance checks • Data analysis by deductive and inductive coding • Economical data collection and analysis

Knowing me, knowing you: Teachers applying emotional knowledge of themselves and their learners.