Future research should study affect and emotion as structural, systemic, racialized, gendered, and embodied phenomena¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The editorial's forward-looking agenda calls for research on affect/emotion as structural or systemic phenomena, and research "that delves deeply into affect and emotion as racialized, gendered, and embodied phenomena in relation to intersecting systems of oppression." The authors note this may require new methodological approaches, since the papers in this issue largely rely on coding or discourse analysis of teachers' talk, and additional conceptual and theoretical innovation drawing on affect theories from other disciplines.

Design Implications¶

Context¶

Requirements¶

• New methodological approaches beyond coding and discourse analysis of teachers' talk
• additional conceptual and theoretical innovation

Constraints¶

• The papers in this issue largely rely on coding or using methods of discourse analysis to identify emotion in teachers' talk

Target Learners¶

• STEM teachers
• STEM teacher educators

Target Learning Goals¶

• Understanding affect and emotion in STEM teacher learning as structural and systemic phenomena

Claims¶

• Racialized emotions are a race-focused construct educational psychologists have yet to explicate in teaching and learning [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Chen, G. A., Vedder-Weiss, D., & Marshall, S. A. (2026). Introduction: the role of affect in STEM teacher learning. Instructional Science. https://doi.org/10.1007/s11251-026-09777-4