Pygmalion or Golem? Teacher Affect and Efficacy

AbstractTechnology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

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Understanding teacher affect, knowledge, and instruction over time: an agenda for research on productive disposition for teaching mathematics

Journal of Mathematics Teacher Education ◽

10.1007/s10857-015-9316-9 ◽

2015 ◽

Vol 18 (5) ◽

pp. 401-406 ◽

Cited By ~ 8

Author(s):

Erik Jacobson ◽

Jeremy Kilpatrick

Keyword(s):

Teaching Mathematics ◽

Teacher Affect ◽

Productive Disposition ◽

Over Time

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Positive Teacher Affect and Maternal Support Facilitate Adjustment After the Transition to First Grade

Merrill-Palmer Quarterly ◽

10.13110/merrpalmquar1982.62.2.0158 ◽

2016 ◽

Vol 62 (2) ◽

pp. 158 ◽

Cited By ~ 7

Author(s):

Kiuru ◽

Laursen ◽

Aunola ◽

Zhang ◽

Lerkkanen ◽

...

Keyword(s):

First Grade ◽

Maternal Support ◽

Teacher Affect

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Teacher Affect in Relation to Pupil Achievement

Journal of Teacher Education ◽

10.1177/002248717802900420 ◽

1978 ◽

Vol 29 (4) ◽

pp. 76-79

Author(s):

Samuel S. Peng ◽

Elizabeth A. Ashburn

Keyword(s):

Teacher Affect ◽

Pupil Achievement

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Unlocking Expertise among Classroom Teachers through Structured Dialogue: Extending Research on Peer Collaboration

Council review ◽

10.1177/001440299506200201 ◽

1995 ◽

Vol 62 (2) ◽

pp. 101-110 ◽

Cited By ~ 35

Author(s):

Marleen C. Pugach ◽

Lawrence J. Johnson

Keyword(s):

Behavior Problems ◽

Cognitive Deficits ◽

Comparison Group ◽

Intervention Group ◽

Peer Collaboration ◽

Classroom Teachers ◽

Alternative Interventions ◽

Teacher Affect ◽

Collaboration Process ◽

And Behavior

This study represents a replication of prior research on the peer collaboration process, a structured dialogue designed to foster teachers' development and implementation of alternative interventions for students with learning and behavior problems. The study included 95 teachers in the intervention group and 96 in the comparison group. Results indicated that the intervention group had reduced referral rates, increased confidence in handling classroom problems, increased positive teacher affect toward the classroom and more tolerance toward cognitive deficits. Teachers were able to solve 88% of the classroom problems addressed using peer collaboration.

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Teaching Is a Journey: Can a Teacher Affect Eternity?

Mathematics Teacher ◽

10.5951/mtlt.2021.0078 ◽

2021 ◽

Vol 114 (6) ◽

pp. 488-489

Author(s):

Thomas G. Edwards

Keyword(s):

Professional Support ◽

Teacher Affect

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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