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Classroom management and teacher emotions in secondary mathematics teaching: a qualitative video-based single case study
[journal article]
Abstract Classroom management is an emotionally demanding task for mathematics teachers, especially if students exhibit frequent discipline problems. Intense classroom conflicts can result in persistent latent emotional dispositions, such as fear or anger, that teachers are not directly aware of but that hav... view more
Classroom management is an emotionally demanding task for mathematics teachers, especially if students exhibit frequent discipline problems. Intense classroom conflicts can result in persistent latent emotional dispositions, such as fear or anger, that teachers are not directly aware of but that have a strong influence on their classroom management. However, little is known about the relationship between mathematics teachers' latent emotions and their classroom management strategies. This paper reports on findings from an exploratory, video-based single case study in an urban secondary school in Germany. One mathematics double lesson (95 minutes in total) was videotaped to conduct a depth-hermeneutical analysis of identified classroom management strategies and the corresponding latent teacher emotions. The results suggest that mathematics teachers use classroom management strategies not only to establish orderly lessons but also to regulate intense latent emotions that arise during classroom teaching.... view less
Keywords
school class; management style; teacher; emotionality; mathematics; case study; teaching; secondary education; teaching style
Classification
Curriculum, Teaching, Didactics
Free Keywords
classroom management; video analysis; ZIS 15
Document language
English
Publication Year
2023
Page/Pages
p. 389-405
Journal
Education Inquiry, 14 (2023) 3
DOI
https://doi.org/10.1080/20004508.2022.2028441
ISSN
2000-4508
Status
Published Version; peer reviewed