Empirical evidence shows that Hong Kong teachers, especially beginning teachers, are suffering from emotional challenges in their professional lives. This project aimed at enhancing student teachers’ understanding of emotion regulation and cultivating their capacity on emotion regulation to improve their performance in Field Experience. These were achieved through the inclusion of an intervention on emotion regulation in a core undergraduate course, which is offered just before Field Experience.
The qualitative data comprised pre- and post-interviews. Twelve students for experimental and control groups respectively participated the two-round interviews. These 24 students were asked to video one lesson and handed it to the project team. Quantitatively, the pre-survey on emotion regulation was conducted with 240 students in the first lecture of the course and the post-survey was conducted to the same group after Field Experience. The performances of the 240 students in Field Experience were collected for comparison analysis.
Quantitative data showed that the mean scores for positive emotions in the post-survey are higher than those in the pre-survey (Love, Joy) and the mean scores for negative emotions are lower than those in the pre-survey (Anger, Sadness, Fear), and three mean differences are significant, namely Love, Joy, and Anger. Qualitative data showed that they understood more on emotion and regulation and indicated that including teacher emotion and emotion regulation content in the course is helpful for their coming field experience and day life. Implications to include emotion regulation in training programmes are discussed. Copyright © 2018 HKERA International Conference.
|Conference||Hong Kong Educational Research Association International Conference 2018 (HKERA 2018): Equity, Access, and Diversity in Education: Theory, Practice, and Research = 香港教育研究學會國際研討會2018 : 教育平等、參與和多元：理論、實踐和研究 |
|Abbreviated title||HKERA 2018|
|Period||14/12/18 → 15/12/18|
Chen, J. (2018, December). Inclusion emotion regulation into a core undergraduate course: An intervention study. Paper presented at the Hong Kong Educational Research Association (HKERA) International Conference 2018: Equity, Access, and Diversity in Education: Theory, Practice, and Research, The Chinese University of Hong Kong, Hong Kong, China.
- TDG project code: T0188
- Period: TDG 2016-2017
- Teaching Development Grant (TDG)
- Teaching Development Grant (TDG) Output