Negative emotions sometimes promoted implementation of novel practices in PD¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In one qualitative study of dialogic education PD, teachers' negative emotions promoted rather than only hindered the implementation of novel practices. → 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

q2 · i? · review · r3

The review reports this finding from Šedová et al. (2017), a qualitative study of 8 lower secondary teachers in a one-school-year PD program on dialogic education with group discussions, video observations, and reflective interviews.

"Teachers experienced many emotions during PD. Negative emotions promoted the imple- mentation of novel practices"

Discussion¶

Related Claims¶

• Emotion assessment in PD focuses mainly on implementation objects and general job experiences, rarely on the PD experience itself — related
• Interviews are the predominant method for assessing teacher emotions in PD research — related
• Pleasant emotions in PD facilitated implementation while unpleasant emotions hindered it, per teacher reports — reports the opposite
• Faculty identify emotion intensity, personality, demographics and task nature as mediating factors determining whether negative emotions promote or inhibit learning — a broader claim this one bears on
• Elaborated discussion of narrated emotions supports teacher professional learning — related
• Organized PD groups reported fewer negative emotions than teachers learning informally — related