Empirical Research On Emotion Measurement Of Novice Mathematics Teachers In Middle School

Despite the importance of the emotional experience in the teachers' professional development,emotion,as an external performance of the teacher affection aroused by the role of things,affects many aspects of teacher professional development,such as the teachers' teaching emotion and behavior,teachers cognition in their professional identity and the communication between teachers and students and so on.However,except for mathematics teachers' professional identity,mathematics anxiety,job burnout and general research,rarely focus on mathematics teachers,especially the mathematics teacher's immediate emotion.In addition,the current research on the professional identity of mathematics teachers is mostly theoretical or carried out from the perspective of professional knowledge and skills through questionnaires,and few researchers conduct research from the perspective of emotion.This study adopts the qualitative case study method to immediately collect the daily emotions of novice mathematics teachers,and attempts to fill this gap by accomplishing the following objectives:(1)Scientifically and effectively measure the teacher's mood;(2)Identify the types of emotions--immediately identify the middle school novice mathematics teachers in the classroom of the daily emotional experience;(3)Identify the emotional conditions--identify the stimulating emotional conditions corresponding to the daily emotional experience of the novice mathematics teacher in the classroom;(4)Discuss the commonalities and differences in the emotions and emotion conditions of different novice mathematics teachers.We collected 15 samples of novice mathematics teachers' self-report recordings to conduct mathematics teachers' emotions and emotion conditions.The interviewed teachers were asked to report their emotional experiences of the day at the end of each day for 2 weeks according to the semi-structured self-report outline we provided.Later,with the support of local data,we adopted the principles of previous revision of OCC theory,modified OCCr theory and proposed OCCrr emotion hierarchy theory to make it more logical and easy to use.The revision theory included an emotion hierarchy model(we call it emotion tree in this study)and corresponding emotion classification standard.After that,we read the emotional data of the interviewed teachers through OCCrr emotional hierarchy model,and conducted an interview with the interviewed teachers after completing all the self-reported emotional reading work to correct the read data,and finally summarized and analyzed the collected relevant data.The results show that:(1)The novice mathematics teachers participating in the study had different emotional experiences,such as: gratification,appreciation,expectation,bonus,love,remorse,anger,worry,shock and hate,etc.,and they were mainly manifested in two groups of emotional pairs--"appreciation/anger" and "satisfaction/remorse".(2)The interviewed teachers generally have a high level of emotional fluctuations in each class,with an average of more than 4 emotional experiences per class,that is,novice mathematics teachers experience an average of 2 positive emotions and 2 negative emotions per class.(3)In addition,factors such as gender,educational background,teaching nature(formal teachers,in-post teachers,substitute teachers)have little impact on the emotional experience of novice mathematics teachers,while the teaching area(the school is located in),whether the teaching school is newly built and the teaching years have a greater impact on the emotional experience of novice mathematics teachers.(4)Teachers' emotions are mainly affected by teachers themselves and students,which are manifested in teachers' professional knowledge and skills and students' learning conditions(including but not limited to classroom status,homework completion,knowledge grasp,etc.).(5)Gender,teaching nature and other factors have little impact on the emotional stimulation conditions of novice mathematics teachers,while education background,teaching area,teaching years and whether the new teaching school is built have a greater impact on the emotional stimulation conditions of mathematics teachers.(6)New mathematics teachers in new schools have a high level of negative emotional experience,and are mostly inspired by various factors related to the school.