Five research-based recommendations for teacher educators to address emotions in PD¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review synthesizes five categories of recommendations from the included studies for how teacher educators can attend to teacher emotions in PD: promoting emotional awareness and reflection (n = 13 studies), creating a supportive environment (n = 8), promoting collaboration between colleagues (n = 7), providing systematic PD activities (n = 6), and enhancing self-esteem (n = 4). Concrete tactics include "asking for emotional expectations before PD starts," establishing "a safe space where trust and respect are cultivated," using professional learning communities to share emotions, acting out scenarios to reduce fear, and providing non-judgmental feedback.

Design Implications¶

Context¶

Requirements¶

• Teacher educators must deliberately plan emotional support across all four components of the PD process

Constraints¶

• The article notes these ideas are largely theoretical or based on single case studies, and a comprehensive research-based taxonomy is not yet available

Target Learners¶

• in-service and pre-service teachers in PD programs

Target Learning Goals¶

• emotional awareness, resilience, and sustained adoption of new instructional practices

Affordances¶

• Teacher Emotions Integrated Pd Framework

Related Strategies¶

• Facilitators should monitor vulnerability and call out emotional regimes to preempt deficit narratives in teacher PD

Examples¶

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Key Sources¶

• 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