Emotions of a teacher educator teaching Didactics of Mathematics in the online context
DOI:
https://doi.org/10.35763/aiem24.4387Keywords:
Teacher emotions, Online teaching, Affective domain, Mathematics teacher educatorAbstract
The aim of this study is to characterise the emotions mobilised and declared by a teacher educator during some sessions teaching the subject of “Mathematics and its Didactics I”. Through an instrumental case study and from an interpretative perspective, we explore and analyse how the change of teaching to an online context due to COVID-19 influences them. The OCC model of the cognitive structure of emotions makes it possible to identify and classify them based on the triggering situation and their internal appraisal (own system of goals, norms and attitudes). The analysis shows the ways in which the teacher educator processes information and her coping strategies in the face of the realities she is dealing with. The study provides tools for understanding the objectives, attitudes and conceptions of teachers through their emotions, a first step towards improving the management of these emotions in the future.
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