Emotional experiences of preservice science teachers in online learning: The formation, disruption and maintenance of social bonds

Bellocchi, Alberto, Mills, Kathy A., & Ritchie, Stephen M. (2016) Emotional experiences of preservice science teachers in online learning: The formation, disruption and maintenance of social bonds. Cultural Studies of Science Education, 11(3), pp. 629-652.

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Abstract

The enactment of learning to become a science teacher in online mode is an emotionally charged experience. We attend to the formation, maintenance and disruption of social bonds experienced by online preservice science teachers as they shared their emotional online learning experiences through blogs, or e-motion diaries, in reaction to videos of face-to-face lessons. A multi-theoretic framework drawing on microsociological perspectives of emotion informed our hermeneutic interpretations of students’ first-person accounts reported through an e-motion diary. These accounts were analyzed through our own database of emotion labels constructed from the synthesis of existing literature on emotion across a range of fields of inquiry. Preservice science teachers felt included in the face-to-face group as they watched videos of classroom transactions. The strength of these feelings of social solidarity were dependent on the quality of the video recording. E-motion diaries provided a resource for interactions focused on shared emotional experiences leading to formation of social bonds and the alleviation of feelings of fear, trepidation and anxiety about becoming science teachers. We offer implications to inform practitioners who wish to improve feelings of inclusion amongst their online learners in science education.

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ID Code: 79179
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: social bonds, emotion, affect, sociology, interactions, teaching, learning, higher education, teacher education, isolation, social bonds, online learning, science education, HERN, emotional experience, affective experience, emotional response, emotional development, emotional patterns, emotional attitudes, affective behaviour, affective measures, affective education
DOI: 10.1007/s11422-015-9673-9
ISSN: 1871-1510
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Funding:
Copyright Owner: Copyright 2015 Springer Science+Business Media Dordrecht
Copyright Statement: The final publication is available at Springer via http://dx.doi.org/10.1007/s11422-015-9673-9
Deposited On: 04 Dec 2014 00:25
Last Modified: 29 Aug 2016 05:28

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