Relations between teachers’ emotions in teaching and their approaches to teaching in higher education

By K. Trigwell. 2012

262 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6507857b4894875833aab4eb9458e5f24d4b5cc9

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In Social Psychology

Citations in the corpus

Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “The same has been shown in the higher education context: Trigwell (2012) and Postareff and Lindblom-Ylänne (2011) found a link between teachers’ positive emotions and student-centred approaches to teaching.”
Emotional facet of language teaching: emotion regulation and emotional labor strategies as predictors of teacher burnout (2015, background): “…field, there is a wide range of factors influencing teachers’ emotional experience such as personal reality referring to the teacher-self, social relationships such as the link between teacher–learner, teacher–teacher, teacher–parents ones, and above them is cultural context (Trigwell, 2012).”
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, methodology): “Two recent studies (Postareff and Lindblom-Ylänne 2011; Trigwell 2012) investigated the interrelation of teachers’ emotion and teaching practice in general.”
How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education (2016, background): “This experience may explain why learning-centered teaching is correlated with teachers’ positive emotions (Postareff & Lindblom-Yl€anne 2011; Trigwell 2012).”
Student perspectives on how different elements of constructive alignment support active learning (2021, background): “Thus, the ultimate aim of constructive aligned teaching is to design teaching so that it promotes students’ deep approach to learning which is more likely to enhance deep understanding and lead to higher quality learning outcomes (e.g. Entwistle, 2018; Trigwell, 2012; Watters and Watters, 2007).”
Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment (2017, background): “With respect to teachers’ observations of their students’ behaviors and their own emotional experiences, qualitative studies have shown that teachers report experiencing frustration when they believe their students are inattentive and lazy (Hargreaves, 2000) but report experiencing enjoyment when th”
Emotions and confidence within teaching in higher education (2011, background): “These findings support the findings of studies showing a relation between high-quality teaching, or developed understandings of teaching, and positive emotions related to teaching (Åkerlind 2003; Martin and Lueckenhausen 2005; Trigwell 2009).”