Ed Tyson: Collaborative research participant Eamonn Pugh: Thesis researcher

1. Emotional aspects of teaching: Creating positive emotional ecologies while learning to teach Ed Tyson: Collaborative research participant Eamonn Pugh: Thesis researcher

2. “Last week I enjoyed my placement, but felt somewhat demoralised. This week I have experienced the feelings that first motivated me to train as a teacher.” [Student B]

3. Outline • Enquiry question • Theoretical framework • Sub-questions • Methodology • Data Collection • Data Analysis • Initial findings

4. Enquiry Question How do beginning teachers engage with emotionally-knowledgeable teaching?

5. Emotional intelligence (Mayer and Salovey, 1997)

6. Emotional competence(adapted from Goleman, 2001)

7. Pedagogic, Emotional and Content KnowledgeShulman, 1987, Mortiboys 2011, Schön, 1983

9. The contextual picture Emotional ecologiesIndividual, relational and socio-political Learning partnershipsWenger , 2010 Student teachers, pupils, mentors, tutors, other learners

10. Sub-questions • How does the emotional knowledge of beginning teachers reveal itself in a school workplace context? • What is happening when the emotional knowledge of beginning teachers ‘interacts’ with their emotional ecologies ? • How is the practice of beginning teachers and their tutors influenced by the interactions between emotional knowledgeable teaching and emotional ecologies?

11. Methodological theory • Phenomenon: interaction between emotional knowledge  emotional ecologies • Interpretative paradigm • Knowledge created – social construct • But pragmatic (not paradigm driven) • Action research approach • Mixed methods (using triangulation)

12. Data collection • From eight PgCE Primary students over a 4 week period whilst on their Developing Placement (2nd of 3 observed teaching placements). • Emotional knowledge assessment form • Observation feedback • Self-assessment • Weekly Placement reviews • Weekly journal entries • Planned (provisional): • More reviews and journal entries • Focus group • Individual interviews

13. Emotional Knowledge: Observation Form Emotional Knowledge: Self Assessment Form

14. Data analysis It is an interpretive analysis of PgCE students’ journal entries that have been selectively codified to extract their engagement with emotional knowledge in this context. This initial coding uses the Zembylas’ model of interaction between their emotional knowledge and the three planes of emotional ecology; individual, relational, socio-political.

15. Initial findings from the data Emotional ecologies IndIndividual, Re Relational, SP Socio-Political

16. Examples of EK interactions with Individual Emotional Ecologies By reflecting on my practice, I decided that I feel tense when a lesson is drawing to a close I found me feeling harassed was not picked up on by observation. This made me feel that perhaps I am doing better than I first thought. If I, as an adult, could quite easily change my mood on the basis of a mood change in the children in my class then it would seem logical that surely the children would be effected by my mood. Zembylas (2007) visualises emotional ecologies as ‘overlapping planes’. What about this example?

17. Examples of EK interactions with Relational Emotional Ecologies I know his return would disrupt the class a little. I also think he will be hard to engage if and when he returns. But I would be happy to work on this and to try and build his confidence up. He needs to be given a chance. My class teacher is great, really supportive and I get on well with her, but I still felt nervous teaching in front of her Over the next two weeks I aim to focus on pupils' feelings and the reasons for behaviour issues in order to help pupils more and improve my behaviour management What about this example?

18. Examples of EK interactions with Socio-Political Emotional Ecologies I found out some shocking information… I was told by the class teacher that during reception and Year 1 the children’s teacher didn’t have any structured learning like phonics or another reading strategy All the staff involved with this year group, myself included, have tried to support him as best we can this week - we have discussed his case at length and his behaviour has been a real cause for concern I have felt confident about the routines of the school. What about this example?

19. Discussion • How could the research be developed from here? • How does the emotional knowledge of beginning teachers reveal itself in a school workplace context? • What is happening when the emotional knowledge of beginning teachers ‘interacts’ with their emotional ecologies ? • How is the practice of beginning teachers and their tutors influenced by the interactions between emotional knowledgeable teaching and emotional ecologies?

20. References Goleman D. (2001) An EI-based theory of Performance in The Emotionally Intelligent Workplace, Eds. Cherniss, G and Goleman, D, San Francisco: Jossey-Bass Mayer, J. and Salovey, P. (1997). What is emotional intelligence? In Salovey & Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books Mortiboys, A. (2011) Teaching with Emotional Intelligence (2nd edition),Routledge. Schön, D. (1983). The Reflective Practitioner. New York: Basic Books. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 Wenger, E (2010) Knowledgeability in Landscapes of Practice: from Curriculum to Identity, Presentation to SHRE Conference, available at http://www.slideshare.net/centrehep/etienne-wenger-presentation (accessed16/09/11) Zembylas, M (2007) Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching, Teaching and Teacher Education, 23 (4)

21. Appendix: Piloting data collection tools