1. Ed Tyson: Collaborative research participant Eamonn Pugh: Thesis researcher Emotional aspects of teaching: Creating positive emotional ecologies while learning to teach

2. “Last week I enjoyed my placement, but felt somewhat demoralised. This week I have experienced the feelings that first motivated me to train as a teacher.” [Student B]

3. Enquiry question Theoretical framework Sub-questions Methodology Data Collection Data Analysis Initial findings Outline

4. Enquiry Question How do beginning teachers engage with emotionally-knowledgeable teaching?

5. Emotional intelligence (Mayer and Salovey, 1997) PersonalSocial Awareness recognising our own emotions recognising the emotions of others Response managing emotions well in ourselves Taking account of emotions in relationships.

6. Emotional competence (adapted from Goleman, 2001) PersonalSocial Recognition Self-Awareness Knowing how you feel Knowing how well you are doing Self-confidence Social Awareness Empathy Pupil orientated ‘Whole school’ awareness Regulation Self-Management Self-control Being trustworthy Being conscientious Flexibility Driven by learning outcomes Initiative Relationship Management Developing children and other adults Having influence Communication Dealing with conflicts Modelling leadership Making changes Building links between people Teamwork & collaboration

7. Pedagogic, Emotional and Content Knowledge Shulman, 1987, Mortiboys 2011, Schön, 1983

8. Emotional ecology and emotional knowledge (Zembylas, 2007) Planes of emotional ecology Types of emotional knowledge Individual How a teacher experiences and expresses emotional knowledge on a personal plane. [Emotional connections to subject content; attitudes/beliefs about learning & teaching; educational vision/philosophy; emotional self-awareness] Relational How a teacher uses emotional knowledge in relationships with pupils [Emotional affiliation with pupils; care; empathy; classroom emotional climate; knowing pupils’ emotions] Socio-political How a teacher’s emotional knowledge includes the school’s institutional/cultural context and how this influences his/her decisions and actions. [EK of power relations; emotional understanding of curricular debates; emotional politics of pedagogic & content discourse]

9. The contextual picture Emotional ecologies Individual, relational and socio-political Learning partnerships Wenger, 2010 Student teachers, pupils, mentors, tutors, other learners

10. Sub-questions How does the emotional knowledge of beginning teachers reveal itself in a school workplace context? What is happening when the emotional knowledge of beginning teachers ‘interacts’ with their emotional ecologies ? How is the practice of beginning teachers and their tutors influenced by the interactions between emotional knowledgeable teaching and emotional ecologies?

11. Methodological theory Phenomenon: interaction between emotional knowledge  emotional ecologies Interpretative paradigm Knowledge created – social construct But pragmatic (not paradigm driven) Action research approach Mixed methods (using triangulation)

12. Data collection From eight PgCE Primary students over a 4 week period whilst on their Developing Placement (2 nd of 3 observed teaching placements). Emotional knowledge assessment form a)Observation feedback b)Self-assessment Weekly Placement reviews Weekly journal entries Planned (provisional): More reviews and journal entries Focus group Individual interviews

13. Emotional Knowledge: Observation Form Emotional Knowledge: Self Assessment Form

14. It is an interpretive analysis of PgCE students’ journal entries that have been selectively codified to extract their engagement with emotional knowledge in this context. This initial coding uses the Zembylas’ model of interaction between their emotional knowledge and the three planes of emotional ecology; individual, relational, socio-political. Data analysis

15. Initial findings from the data Journal Entry 1 Journal Entry 2 Journal Entry 3 Journal Entry 4 Student A Ind 5, Re3 Ind3, Re1Ind2, Re2Ind5,Re1,SP1 Student BInd5Ind2, Re2Ind1, Re1Ind4,Re2,SP1 Student CInd3, Re1Ind2, Re2Ind2, Re1 Student DInd2, Re1Ind4,Re2,SP1 Student EInd9, Re1 Re3 Re1, SP2 Re1 Student FInd2, Re3 Ind3 Student GInd2Ind3, Re1 Student HInd5Ind4, Re4Ind7, Re3Ind2, Re1 Emotional ecologies Ind Individual, Re Relational, SP Socio-Political

16. Examples of EK interactions with Individual Emotional Ecologies By reflecting on my practice, I decided that I feel tense when a lesson is drawing to a close If I, as an adult, could quite easily change my mood on the basis of a mood change in the children in my class then it would seem logical that surely the children would be effected by my mood. I found me feeling harassed was not picked up on by observation. This made me feel that perhaps I am doing better than I first thought. Zembylas (2007) visualises emotional ecologies as ‘overlapping planes’. What about this example?

17. My class teacher is great, really supportive and I get on well with her, but I still felt nervous teaching in front of her Over the next two weeks I aim to focus on pupils' feelings and the reasons for behaviour issues in order to help pupils more and improve my behaviour management I know his return would disrupt the class a little. I also think he will be hard to engage if and when he returns. But I would be happy to work on this and to try and build his confidence up. He needs to be given a chance. What about this example? Examples of EK interactions with Relational Emotional Ecologies

18. I found out some shocking information… I was told by the class teacher that during reception and Year 1 the children’s teacher didn’t have any structured learning like phonics or another reading strategy I have felt confident about the routines of the school. All the staff involved with this year group, myself included, have tried to support him as best we can this week - we have discussed his case at length and his behaviour has been a real cause for concern What about this example? Examples of EK interactions with Socio- Political Emotional Ecologies

19. Discussion How could the research be developed from here? How does the emotional knowledge of beginning teachers reveal itself in a school workplace context? What is happening when the emotional knowledge of beginning teachers ‘interacts’ with their emotional ecologies ? How is the practice of beginning teachers and their tutors influenced by the interactions between emotional knowledgeable teaching and emotional ecologies?

20. References Goleman D. (2001) An EI-based theory of Performance in The Emotionally Intelligent Workplace, Eds. Cherniss, G and Goleman, D, San Francisco: Jossey-Bass Mayer, J. and Salovey, P. (1997). What is emotional intelligence? In Salovey & Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books Mortiboys, A. (2011) Teaching with Emotional Intelligence (2 nd edition), Routledge. Schön, D. (1983). The Reflective Practitioner. New York: Basic Books. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 Wenger, E (2010) Knowledgeability in Landscapes of Practice: from Curriculum to Identity, Presentation to SHRE Conference, available at http://www.slideshare.net/centrehep/etienne-wenger-presentation (accessed16/09/11) Zembylas, M (2007) Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching, Teaching and Teacher Education, 23 (4)

21. Appendix: Piloting data collection tools