{"id":399,"date":"2019-11-18T02:42:12","date_gmt":"2019-11-18T02:42:12","guid":{"rendered":"https:\/\/my.dev.vanderbilt.edu\/sigma\/?page_id=399"},"modified":"2020-05-29T16:04:01","modified_gmt":"2020-05-29T16:04:01","slug":"emotions","status":"publish","type":"page","link":"https:\/\/my.dev.vanderbilt.edu\/sigma\/analyses\/emotions\/","title":{"rendered":"Emotionality in Coaching Conversations"},"content":{"rendered":"

The Goal<\/b><\/p>\n

Teachers that have participated in VFF cycles have reported feeling vulnerable and emotional during the debriefs. This analysis offers a case study of one teacher participant, Lizette, who became visibly upset during her third VFF debrief, yet managed to incorporate feedback productively into her own learning. This case offers us an opportunity to explore the ways the VFF cycle can support teachers\u2019 sensemaking and contribute to their development of pedagogical judgment.<\/span><\/p>\n

 <\/p>\n

Research Questions<\/b><\/p>\n

    \n
  1. How do teachers\u2019 negative emotions shape their sensemaking in coaching conversations?<\/span><\/li>\n
  2. What is the role of Lizette\u2019s emotion during her sensemaking?<\/span><\/li>\n<\/ol>\n

     <\/p>\n

    How Are We Addressing Our Research Questions?<\/b><\/p>\n

    We are basing our analysis in theories of pedagogical judgment, teacher sensemaking, and identity:<\/span><\/p>\n

    \"Screen<\/p>\n

    By analyzing transcript and video of Lizette\u2019s VFF debrief, we have found that when supported, negative emotions can motivate teachers to reconstruct their teacher identities and adopt new practices. In Lizette\u2019s case, we find that<\/p>\n

      \n
    • The conflict between Lizette\u2019s pedagogical actions and responsibility spurred sensemaking that led to identity reconstruction<\/span><\/li>\n
    • The rushed VFF debrief prevented Lizette from fully engaging in sensemaking and pedagogical reasoning, resulting in her tears<\/span><\/li>\n
    • LIzette\u2019s negative feelings motivated her to reconstruct her teaching identity by integrating a new practice, aligning her pedagogical actions with her pedagogical responsibility<\/span><\/li>\n<\/ul>\n

       <\/p>\n

      So What?<\/b><\/p>\n

      Acknowledging, analyzing, and understanding the role of teachers\u2019 emotions is a step toward challenging pastoral power by normalizing emotionality in teachers\u2019 workplaces. Additionally, connecting teachers\u2019 emotions and their ongoing development of pedagogical judgment explicitly offers a framework of emotionality in sensemaking that may help coaches support teachers\u2019 continued professional learning. Thi<\/span>s analysis contributes to efforts to move beyond cognitive accounts of teacher learning toward theories that include social, emotional, and contextual dimensions in efforts to humanize professional development.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

      The Goal Teachers that have participated in VFF cycles have reported feeling vulnerable and emotional during the debriefs. This analysis offers a case study of one teacher participant, Lizette, who became visibly upset during her third VFF debrief, yet managed to incorporate feedback productively into her own learning. This case offers us an opportunity to…<\/p>\n","protected":false},"author":8598,"featured_media":0,"parent":5,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[],"class_list":["post-399","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/399","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/users\/8598"}],"replies":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/comments?post=399"}],"version-history":[{"count":2,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/399\/revisions"}],"predecessor-version":[{"id":402,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/399\/revisions\/402"}],"up":[{"embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/pages\/5"}],"wp:attachment":[{"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/media?parent=399"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/my.dev.vanderbilt.edu\/sigma\/wp-json\/wp\/v2\/tags?post=399"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}