![]() We also explored how agency and basic emotions might be related.Īpproach: Thirteen teachers working in Scottish secondary schools were interviewed at the start of the covid pandemic in 2020 to discuss relevant feelings, thoughts and actions arising from unprecedented changes in their lives and professional practices. ![]() ![]() Second, “strong” emotions have been proposed as important in teaching and learning, and we wished to clarify which basic emotions might be involved, besides curiosity, which is a known emotional factor in engagement in teaching. First, teachers’ professional agency, the volitional actions they take in response to perceived opportunities, was examined to consider individual differences in its enactment. Purpose: We explored two complex phenomena associated with effective education. ![]() School of Psychology and Neuroscience, University of St.Karen Porter *, Paula Jean Miles and David Ian Donaldson ![]()
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