Examining Teachers' Strategic Use of Unpleasant Emotional Expressions by Using Discursive Analysis

[Speaker] Ishino, Mika T:1
1:Osaka University/ JSPS (Japan)

For teachers, effective emotional skills are prerequisite elements of classroom management (e.g., Jacobs & Hatvey, 2010). Teachers' emotional expressions should thus be controlled intentionally, and may differ from their authentic emotional experiences (e.g., Matsumura, 2011). However, while much literature has reported on the strategies that teachers use to regulate their authentic emotions, few studies have yet examined teachers' strategic use of emotional expressions. Using the application of discursive psychology (e.g., Edwards & Potter, 1992), the study examines how Japanese secondary school teachers skillfully use emotional expressions as pedagogical resources for their lesson management. The data consist of 40-hours of video-recordings of the English lessons in three Japanese secondary schools. The analysis revealed that teachers often used unpleasant emotional expressions, rather than pleasant emotional expressions, to manage student behavior. The results imply that teachers' skillful use of unpleasant emotional expressions are effective pedagogical devices for the behavior management systems in classrooms.
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