Emotion assessment in PD focuses mainly on implementation objects and general job experiences, rarely on the PD experience itself¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Most reviewed studies assessed emotions related to the implementation object (n = 8) or general job experiences (n = 7), while emotions toward the PD experience itself were rarely assessed. → Mareike Ehlert 2025

Evidence¶

Mareike Ehlert 2025¶

Mareike Ehlert, Carola Grunschel, Friederike Koehler. (2025). The Role of Teachers' Emotions and Their Assessment in Professional Development Research: A Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10048-w

q3 · i? · review · r2

Systematic review coding of the object focus of emotion assessment across 25 studies: implementation object (n = 8), job experiences (n = 7), PD experiences (n = 5), both PD and job experiences (n = 4), and all three (n = 1, Ehlert & Souvignier, 2023).

"Concerning the focus of emotion assessment (research question 3), most studies either examined emotions related to the implementation object itself (n = 8), for example, teachers' emotions regarding self-regulated student learning activi- ties they had to implement (Bakkenes et al., 2010), or to general job experi- ences (n = 7)"

Discussion¶

Related Claims¶

• No reviewed study exclusively assessed prospective emotions in PD — related
• Pleasant emotions in PD facilitated implementation while unpleasant emotions hindered it, per teacher reports — related
• Negative emotions sometimes promoted implementation of novel practices in PD — related
• Most studies of teacher emotions in PD lack an explicit emotion-theoretical framework — related
• Interviews are the predominant method for assessing teacher emotions in PD research — related