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. A productive failure approach will be adopted to design teaching materials on the intervention to handle emotional challenges.
The project was designed using comparison groups – experimental and control groups with a mixed method. Various qualitative and quantitative sources of data were collected. The qualitative data comprised pre- and post-interviews. 12 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. 240 student’s performances in Field Experience were collected for comparison analysis.
|Publication status||Published - 2018|
Chen, J. (2018). Teaching development grants final and financial report: Inclusion of emotion regulation into a core undergraduate course through a productive failure approach. Hong Kong: The Education University of Hong Kong.
- Teaching Development Grant (TDG) Report
- TDG project code: T0188
- Period: TDG 2016-2017
- Teaching Development Grant (TDG)
- Emotion regulation
- Positive education
- Comparison group
- Field experience