Expression of emotions and physiological changes during teaching

Tobin, Kenneth, King, Donna T., Henderson, Senka, Bellocchi, Alberto, & Ritchie, Stephen M. (2016) Expression of emotions and physiological changes during teaching. Cultural Studies of Science Education, 11(3), pp. 669-692.

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Abstract

We investigated the expression of emotions while teaching in relation to a teacher’s physiological changes. We used polyvagal theory (PVT) to frame the study of teaching in a teacher education program. Donna, a teacher-researcher, experienced high levels of stress and anxiety prior to beginning to teach and throughout the lesson we used her expressed emotions as a focus for this research. We adopted event-oriented inquiry in a study of heart rate, oxygenation of the blood, and expressed emotions. Five events were identified for multilevel analysis in which we used narrative, prosodic analysis, and hermeneutic-phenomenological methods to learn more about the expression of emotions when Donna had: high heart rate (before and while teaching); low blood oxygenation (before and while teaching); and high blood oxygenation (while teaching). What we learned was consistent with the body’s monitoring system recognizing social harm and switching to the control of the unmyelinated vagus nerve, thereby shutting down organs and muscles associated with social communication – leading to irregularities in prosody and expression of emotion. In events involving high heart rate and low blood oxygenation the physiological environment was associated with less effective and sometimes confusing patterns in prosody, including intonation, pace of speaking, and pausing. In a low blood oxygenation environment there was evidence of rapid speech and shallow, irregular breathing. In contrast, during an event in which 100% blood oxygenation occurred, prosody was perceived to be conducive to engagement and the teacher expressed positive emotions, such as satisfaction, while teaching. Becoming aware of the purposes of the research and the results we obtained provided the teacher with tools to enact changes to her teaching practice, especially prosody of the voice. We regard it as a high priority to create tools to allow teachers and students, if and as necessary, to ameliorate excess emotions, and change heart rate, oxygenation levels, and breathing patterns.

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ID Code: 96792
Item Type: Journal Article
Refereed: Yes
Keywords: higher education, teacher education, science education, STEM education, emotion, physiology, wellness, polyvagal theory, affect, science teacher education, sociology of emotion, emotional experience, HERN
DOI: 10.1007/s11422-016-9778-9
ISSN: 1871-1510
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
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)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Funding:
Copyright Owner: Copyright 2016 Springer Science+Business Media Dordrecht
Copyright Statement: The final publication is available at Springer via http://dx.doi.org/10.1007/s11422-016-9778-9
Deposited On: 03 Aug 2016 01:04
Last Modified: 23 Aug 2016 23:03

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