דנה ודר-וייס

Background: To advance understanding of the role of emotions in teacher learning, we draw on situative perspectives and a view of teacher learning as developing the ability to manage classroom complexity. We explore stories teachers tell that narrate pedagogical emotions in professional development (PD) conversations and examine whether and how these emotions are leveraged as collaborative learning resources. Method: We analyzed in-school PD discourse in 66 teacher team meetings, coding 128 stories that narrated teacher emotions and the responses they elicited from colleagues. We then zoomed in on one focal episode, in which emotions were leveraged for learning, demonstrating how narrated emotions may afford collaborative teacher inquiry. Findings: We found that, in general, teachers tended to narrate and respond more to negative emotions than to positive ones. However, discussing students, they narrated more positive than negative emotions. Overall, the findings demonstrate the affordances of narrated emotions for teacher learning and the constraints imposed by the discourse emotional rules. Contribution: We suggest that frameworks for teacher learning should emphasize not only teacher pedagogical reasoning and action but also emotions, treating pedagogical emotions as objects for collaborative inquiry. Such frameworks should also consider the emotional rules that shape the PD discourse.