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Maria Antónia Martins Teresa Pessoa Piedade Vaz-Rebelo Dom Duarte High School/University of Coimbra

ATEE Annual Conference 2010 : Responsibility, Challenge and Support in Teachers' Life-long Professional Development. Budapest, August, 2010. Teachers’ emotions and feelings when faced with the Teaching Career Statute. Maria Antónia Martins Teresa Pessoa Piedade Vaz-Rebelo

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Maria Antónia Martins Teresa Pessoa Piedade Vaz-Rebelo Dom Duarte High School/University of Coimbra

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  1. ATEE Annual Conference 2010: Responsibility, Challenge and Support in Teachers' Life-long Professional Development Budapest, August, 2010 Teachers’ emotions and feelings when faced with the Teaching Career Statute Maria Antónia Martins Teresa Pessoa Piedade Vaz-Rebelo Dom Duarte High School/University of Coimbra

  2. The main objective of this work was: • To make public the emotions and feelings of secondary education teachers following the implementation of the educational reforms of the 17th Constitutional Government in Portugal.

  3. Teaching Career Statute (TCS): Teachers’ Emotions and Feelings Teachers emotions and Feelings when faced with TCS Characteristics of the Teaching Career Statute (TCS) Methodology of the research work Analysis of data

  4. Main characteristics/problems of TCS • It was approved against a background of widespread opposition and conflict between Portuguese teachers and the Ministry of Education;

  5. Main characteristics/problems of TCS • It divides the teachers into two levels, resulting in a two-tier profession “Titular” teachers Teachers This division was made according to the following rules: • Evaluation period limited to the last 7 years of career; • Administrative, non-pedagogical and scientific criteria.

  6. Main characteristics/problems of TCS • It presents a new Evaluation Model.

  7. Damásio Ekman Cannon Lange Friesen James Goleman Darwin Defining and distinguishing emotions and feelings according to various authors Teacher’s emotions and feelings were analysed in two different moments Relating teachers emotions and feelings with their life cycles according to different researchers Esteve Jesus Brooks Conley Fernandes Huberman Fears and Malaise Paths

  8. There are also recent studies of teachers’ emotions which are directly related to reforms Veen and Sleegers (Netherlands) (2009) Kelchtermans (Belgium) (2005)

  9. Methodological choice Target subjects Methodology The interview Content analysis

  10. Categories and subcategories

  11. Presentation of feelings and emotions of interviewed teachers (description and analysis) Analysis of data Classification of emotions and feelings (according to Damásio)

  12. Analysis of dataFeelings and Emotions of interviewed teachers Example: Teacher’s career statute Feelings and emotions expressed by the teachers

  13. Final considerations From this study we stress the following aspects: • The non-recognition of competence of evaluators. • A strong predominance of a negative side of emotions and feelings of teachers interviewed (evidenced in greater numbers for the TEM). • The feelings / emotions with the highest counts are malaise, injustice, fear and anger.

  14. Final considerations • It was the more experienced teachers who expressed the most feelings/emotions. • The only positive Feelings / Emotions mentioned are teachers uniting in contesting to the model and relief at not having to perform the duties of assessor, expressing negativity: "I am an evaluator with no-one to evaluate, thank God!"

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