Teachers’ Emotions during Video-based Teacher Professional Development

These files contain the anonymized data used to create the tables and figures found in "Exploring Teachers’ Emotions via Nonverbal Behavior during Video-based Teacher Professional Development". Please refer to the abstract for the paper below: Increasing research on teacher professional development (TPD) has found teachers’ self-reflection to be key for improving teaching effectiveness. Although video methodology, as often used in TPD, provides crucial insight concerning situated learning, teachers are often reticent to participate in TPD protocols due to discomfort over being videotaped. This longitudinal study explored emotion-related behaviors by assessing the nonverbal expressions exhibited by teachers during a 1-year video-based TPD program highlighting salient contributors to productive classroom dialogue. Six teachers were observed regarding bodily motion, facial expression, and eye contact, with results obtained across four workshops coded according to five types of emotions. The emotions of shame, defensiveness, and distraction appeared more often than did laughter and surprise, with the negative emotions found to decrease over time. This study highlights the importance of longitudinally evaluating teachers’ emotional expressions during video-based TPD activities and continued efforts to encourage teacher participation in these pedagogical training opportunities.

本数据集包含用于生成论文"Exploring Teachers’ Emotions via Nonverbal Behavior during Video-based Teacher Professional Development"（基于视频的教师专业发展中借助非言语行为探究教师情绪）内所有表格与图表的匿名化数据。请参阅下述论文的摘要：教师专业发展（Teacher Professional Development，TPD）领域的相关研究日益增多，已有研究证实教师的自我反思是提升教学效能的核心关键。尽管TPD中常用的视频研究方法可为情境化学习提供关键洞见，但教师往往因顾虑被录像而不愿参与TPD相关流程。本项纵向研究针对一项为期1年、聚焦有效课堂对话核心影响因素的视频化TPD项目展开，通过分析教师在项目期间的非言语表达，探究其情绪相关行为。研究共观察6名教师的肢体动作、面部表情与眼神交流，并对四次工作坊的所得结果按照五种情绪类型进行编码。结果显示，羞愧、防御与分心三类情绪的出现频次高于大笑与惊讶，且负面情绪随时间推移呈显著下降趋势。本研究凸显了在视频化TPD活动中纵向评估教师情绪表达的重要意义，并呼吁持续推进相关工作，以鼓励教师参与此类教学培训项目。