Las condiciones que desencadenan emociones en profesores de matemáticas de secundaria durante su clase

Referencias

Anttila, H., Pyhalto, K., Soini, T. y Pietarinen, J. (2016). ‘How does it feel to become a teacher? Emotions in teacher education’, Social Psychology of Education, 19(3), 451–473. Becker, E. S. (2011). Teacher’s emoction in the classroom and how they relate to emotional exhaustion: An experience sampling analysis. Konstanz, Germany: Universitat Konstanz. Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C. y Taxer, J. L. (2015). ‘Antecedents of teachers’ emotions in the classroom: an intraindividual approach.’, Frontiers in psychology, 6(May), 635. Bekdemir, M. (2010). ‘The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students’, Educational Studies in Mathematics, 75(3), 311–328. Bibby, T. (2002). ‘Shame: An emotional response to doing mathematics as an adult and a teacher’, British Educational Research Journal, 28(5), 705–721. Bursal, M. y Paznokas, L. (2006). ‘Mathematics Anxiety and Preservice Elementary Teachers’ Confidence to Teach Mathematics and Science’, School Science and Mathematics, 106(4), 173–180. Clore, G. L. y Ortony, A. (2013). ‘Psychological Construction in the OCC Model of Emotion’, Emotion Review. Cambridge, UK: Cambridge University Press, 5(4), 335–343. Coppola, C., Di Martino, P., Pacelli, T. y Sabena, C. (2012). ‘Primary teachers’ affect: a crucial variable in the teaching of mathematics’, Nordic Studies in Matematics Education, 17(3–4), 107–123. Chang, M. L. (2009). ‘An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers’, Educational Psychology Review, 21(3), 193–218. Di Martino, P., Coppola, C., Mollo, M., Pacelli, T. y Sabena, C. (2013). ‘Pre-service primary teachers’ emotions: the math-redemption phenomenon’, in Lindmeier, A. M. and Heinze, A. (eds) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. Kiel, Germany, pp. 225–232. Frenzel, A. (2014). ‘Teacher Emotions’, in Pekrun, R. and Linnenbrink-Garcia, L. (eds) International Handbook of Emotions in Education. New York: Routlege, pp. 494–519. doi: 10.4324/9780203148211.ch25. Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R. y Sutton, R. E. (2009). ‘Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment’, Journal of Educational Psychology, 101(3), pp. 705–715. Frenzel, A. C., Goetz, T., Stephens, E. J. y Jacob, B. (2009). ‘Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test’, in P., S. and M, Z. (eds) Advances in Teacher Emotion Research. Boston: Springer, pp. 129–151. doi.org/10.1007/978-1-4419-0564-2_7. Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B. y Klassen, R. M. (2016). ‘Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)’, Contemporary Educational Psychology, 46, 148–163. doi: 10.1016/j.cedpsych.2016.05.003. Frenzel, A. y Gotz, T. (2007). ‘Emotionales Erleben von Lehrkräften beim Unterrichten’, Zeitschrift für Pädagogische Psychologie, 21(3), 283–295. Frijda, N. H. (1988). ‘The laws of emotion.’, The American psychologist, 43(5), 349– 58. Frijda, N. H. (1993). ‘The place of appraisal in emotion’, Cognition & Emotion, 7(3–4), 357–387. Hagenauer, G., Hascher, T. y Simone E., V. (2015). ‘Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship.’, European Journal of Psychology of Education, 30(4), 385–403. Hannula, M. S., Liljedahl, P., Kaasila, R. y Rösken, B. (2007). ‘Researching relief of mathematics anxiety among pre-service elementary school teachers’, in Jeong- Ho, W., Hee.-Chan, L., Kyo-Sik, P., y Dong-Yeop, S. (eds) Proceedings of 31st Annual Conference for the Psychology of Mathematics Education. Seoul, Korea, pp. 153–156. Hodgen, J. y Askew, M. (2007). ‘Emotion, identity and teacher learning: becoming a primary mathematics teacher’, Oxford Review of Education, 33(4), 469–487. Keller, M. M., Chang, M.L., Becker, E. S., Goetz, T. y Frenzel, A. C. (2014). ‘Teachers emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study’, Frontiers in Psychology, 5(1442), 1- 10. Keller, M. M., Frenzel, A. C., Goetz, T., Pekrun, R. y Hensley, L. (2014). ‘Exploring Teacher Emotions’, Teacher Motivation: Theory and Practice, 1, 70–82. Keller, M. M., Frenzel, A. C., Goetz, T., Pekrun, R. y Hensley, L. (2014b). ‘Exploring Teacher Emotions: A literature review and an experience sampling study’, Teacher Motivation: Theory and Practice. Edited by P. W. Richardson, S. A. Karabenick, and H. M. G. Watt. New York, NY: Routledge, (August 2016), pp. 69–82. Lutovac, S. y Kaasila, R. (2014). ‘Pre-service teachers’ future-oriented mathematical identity work’, Educational Studies in Mathematics. Boston, MA: Springer US, 85(1), 129–142. Meyer, D. K. y Turner, J. C. (2007). ‘Scaffolding Emotions in Classrooms’, Emotion in Education, pp. 243–258. doi: 10.1016/B978-012372545-5/50015-0. Moors, A., Ellsworth, P. C., Scherer, K. R. y Frijda, N. H. (2013). ‘Appraisal Theories of Emotion: State of the Art and Future Development’, Emotion Review, 5(2), 119–124. Nortes, R. y Nortes, A. (2017). ‘Ansiedad, motivación y confianza hacia las Matemáticas en futuros maestros de Primaria’, Números, 95, 77–92. Oatley, K., Jenkins, J. M. y Keltner, D. (1996). ‘Understanding emotions’. Oxford: Blackwell Plublishers. Pekrun, R. (2016). ‘Using Self-Report to Assess Emotions in Education’, in Zembylas, M. and Schutz, P. A. (eds) Methodological Advances in Research on Emotion and Education, 1–299. doi: 10.1007/978-3-319-29049-2. Philipp, R. A. (2007). ‘Mathematics teachers’ beliefs and affect’, in Lester, F. (ed.) Handbook of research on mathematics teaching and learning. Charlotte, NC: Information Age Publishing, pp. 257–315. Schutz, P. y Lanehart, S. (2002). ‘Introduccion: Emotions in education’, Educational Psychologist, 37(2), 67–68. Uitto, M., Jokikokko, K. y Estola, E. (2015). ‘Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014’, Teaching and Teacher Education, 50, 124–135. Zembylas, M. (2005). ‘Discursive practices, genealogies and emotional rules: A poststructuralist view on emotion and identity in teaching’, Teaching and Teacher Education, 21(8), 935–948.