Skip to main content

Advertisement

SpringerLink
Log in

Emotional climate of a pre-service science teacher education class in Bhutan

  • Original Paper
  • Published:
Cultural Studies of Science Education Aims and scope Submit manuscript

Abstract

This study explored pre-service secondary science teachers’ perceptions of classroom emotional climate in the context of the Bhutanese macro-social policy of Gross National Happiness. Drawing upon sociological perspectives of human emotions and using Interaction Ritual Theory this study investigated how pre-service science teachers may be supported in their professional development. It was a multi-method study involving video and audio recordings of teaching episodes supported by interviews and the researcher’s diary. Students also registered their perceptions of the emotional climate of their classroom at 3-minute intervals using audience response technology. In this way, emotional events were identified for video analysis. The findings of this study highlighted that the activities pre-service teachers engaged in matter to them. Positive emotional climate was identified in activities involving students’ presentations using video clips and models, coteaching, and interactive whole class discussions. Decreases in emotional climate were identified during formal lectures and when unprepared presenters led presentations. Emotions such as frustration and disappointment characterized classes with negative emotional climate. The enabling conditions to sustain a positive emotional climate are identified. Implications for sustaining macro-social policy about Gross National Happiness are considered in light of the climate that develops in science teacher education classes.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

References

  • Anderson, L., Smith, D., & Peasley, K. (2000). Integrating learner and learning concerns: Prospective elementary science teachers’ paths and progress. Teaching and Teacher Education, 16, 547–574. doi:10.1016/S0742-051X(00)00017-2.

    Article  Google Scholar 

  • Bellocchi, A., Ritchie, S. M., Tobin, K., King, D., Sandhu, M., & Henderson, S. (2014). Emotional climate and high quality learning experiences in science teacher education. Journal of Research in Science Teaching, Advanced online publication,. doi:10.1002/tea.21170.

    Google Scholar 

  • Bellocchi, A., Ritchie, S. M., Tobin, K., Sandhu, M., & Sandhu, S. (2013). Exploring emotional climate in pre-service science teacher education. Cultural Studies of Science Education, 8, 529–552. doi:10.1007/s11422-013-9526-3.

    Article  Google Scholar 

  • Childs, A., Tenzin, W., Johnson, D., & Ramachandran, K. (2012). Science education in Bhutan: Issues and challenges. International Journal of Science Education, 34, 375–400. doi:10.1080/09500693.2011.626461.

    Article  Google Scholar 

  • Collins, R. (2004). Interaction ritual chains. Princeton, NJ: Princeton University Press.

    Book  Google Scholar 

  • Dorji, R. (2007). Teacher morale and motivation. Paper presented at the first Royal University of Bhutan research conference, Royal Institute of Health and Sciences, Thimphu, Bhutan.

  • Ekman, P., & Friesen, W. V. (1975). Unmasking the face. A guide to recognizing emotions from facial clues. Englewood Cliffs, New Jersey: Prentice-Hall.

    Google Scholar 

  • Fahmi, A. (2008). Science education in Bhutan. United Nations—Newsletter, Bhutan, 1(1), 1–6.

  • Gass, S. M. (2001). Innovations in second language research methods. Annual Review of Applied Linguistics, 21, 221–232. doi:10.1017/S0267190501000137.

    Article  Google Scholar 

  • Grbich, C. (2007). Qualitative data analysis: An introduction. London: Sage Publications.

    Google Scholar 

  • Juslin, P. N., & Scherer, K. R. (2008). Vocal expression of affect. In J. A. Harrigan, R. Rosenthal, & K. S. Scherer (Eds.), The new handbook of methods in nonverbal behavior research (pp. 65–136). New York: Oxford University Press.

    Chapter  Google Scholar 

  • Kanyangara, P., Rime, B., Philippot, P., & Yzerbyt, V. (2007). Collective rituals, emotional climate and intergroup perception: Participation in “Gacaca” tribunals and assimilation of the Rwandan genocide. Journal of Social Issues, 63, 387–403. doi:10.1111/j.1540-4560.2007.00515.x.

    Article  Google Scholar 

  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micro political literacy. Teaching and Teacher Education, 21, 995–1006. doi:10.1016/j.tate.2005.06.009.

    Article  Google Scholar 

  • LaVan, S. K. (2004). Cogenerative fluency in urban science classrooms. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia, PA.

  • Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29, 861–878. doi:10.1080/0141192032000137349.

    Article  Google Scholar 

  • Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates Inc.

    Google Scholar 

  • Metiu, A., & Rothbard, N. P. (2012). Task bubbles, artefacts, shared emotion, and mutual focus of attention: A comparative study of the micro processes of group engagement. Organization Science, 24, 455–475. doi:10.1287/orsc.1120.0738.

    Article  Google Scholar 

  • Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26, 293–306.

    Article  Google Scholar 

  • Retzinger, S. M. (1991). Violent emotions: Shame and rage in marital quarrels. London: Sage.

    Book  Google Scholar 

  • Rinchen, S. (2009). Developing reflective thinking: Encouraging pre-service teachers to be responsible for their own learning. Paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the Annual Conference of the Australian Teacher Education Association (ATEA), Albury.

  • Rinchen, S., Tshering, K., Jose, K. C., Gyeltshen, T., & Gyeltshen, K. (2011). Student-teacher’s perceptions of the B. Ed programmes offered at the Samtse College of Education and its impact on the teaching-learning in the schools in Bhutan. Academic Journal of College of Education, 5, 35–42.

    Google Scholar 

  • Ritchie, S. M., Tobin, K., Hudson, P., Roth, W.-M., & Mergard, V. (2011). Reproducing successful rituals in bad times: Exploring emotional interactions of a new science teacher. Science Education, 95, 745–765. doi:10.1002/sce.20440.

    Article  Google Scholar 

  • Ritchie, S. M., Tobin, K. G., Sandhu, M., Sandhu, S., Henderson, S., & Roth, W.-M. (2013). Emotional arousal of beginning physics teachers during extended experimental investigations. Journal of Research in Science Teaching, 50, 137–161. doi:10.1002/tea.21060.

    Article  Google Scholar 

  • Roth, W.-M. (2006). Conversation analysis: Deconstructing social relations in the making. In K. Tobin & J. Kincheloe (Eds.), Doing educational research (pp. 15–57). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Roth, W.-M. (2007). Doing teacher research: A handbook for perplexed practitioners. Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Roth, W.-M., & Hsu, P. L. (2010). Analyzing communication. Rotterdam: Sense Publishers.

    Google Scholar 

  • Roth, W.-M., & Tobin, K. (2010). Solidarity and conflict: Aligned and misaligned prosody as a transactional resource in intra and intercultural communication involving power differences. Cultural Studies of Science Education, 5, 807–817. doi:10.1007/s11422-009-9203-8.

    Article  Google Scholar 

  • Samtse College of Education. (2009). The handbook for B. Ed secondary programme. Samtse, Bhutan: Royal University of Bhutan.

  • Scherer, K. R. (1989). Vocal correlates of emotional arousal and affective disturbance. In H. L. Wagner & A. S. R. Manstead (Eds.), Handbook of psychophysiology: Emotion and social behaviour (pp. 165–197). London: Wiley.

    Google Scholar 

  • Scherer, K. R. (2003). Vocal communication of emotion: A review of research paradigms. Speech Communication, 40, 227–256. doi:10.1016/s0167-6393(02)00084-5.

    Article  Google Scholar 

  • Sebe, N., Lew, M. S., Sun, Y., Cohen, I., Gevers, T., & Huang, T. S. (2007). Authentic facial expression analysis. Image Vision Computing, 25, 1856–1863. doi:10.1016/j.imavis.2005.12.021.

    Article  Google Scholar 

  • Sime, D. (2006). What do learners make of teachers’ gestures in the language classroom? International Review of Applied Linguistics in Language Teaching, 44, 211–230. doi:10.1515/IRAL.2006.009.

    Article  Google Scholar 

  • Simmons, H. (2009). Case study research in practice. Sage, CA: Thousand Oaks.

    Book  Google Scholar 

  • Slough, L. (2001). Using stimulated recall in classroom observation and professional development. Seattle, Washington: Paper presented at the American Educational Research Association.

    Google Scholar 

  • Smith, H., & Schneider, A. (2009). Critiquing models of emotions. Sociological Methods and Research, 37, 560–589. doi:10.1177/0049124109335790.

    Article  Google Scholar 

  • Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443–466). London: Sage Publications.

    Google Scholar 

  • Thoits, P. A. (1990). Emotional deviance: Research agendas. In T. D. Kemper (Ed.), Research agendas in the sociology of emotions (pp. 180–203). Albany: State University of New York Press.

    Google Scholar 

  • Tobin, K., Ritchie, S. M., Oakley, J., Mergard, V., & Hudson, P. B. (2013). Relationship between emotional climate and the fluency of classroom interactions. Learning Environments Research, 6, 71–89. doi:10.1007/s10984-013-9125-y.

    Article  Google Scholar 

  • Tobin, K., & Roth, W.-M. (2006). Teaching to learn: A view from the field. Rotterdam, The Netherlands: Sense.

    Google Scholar 

  • Trigwell, K. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science, 40, 607–621. doi:10.1007/s11251-011-9192-3.

    Article  Google Scholar 

  • Turner, J. H. (2007). Human emotions: A sociological theory. New York: Routledge.

    Google Scholar 

  • Turner, J. H. (2009). The sociology of emotions: Basic theoretical arguments. Emotion Review, 1, 340–354. doi:10.1177/1754073909338305.

    Article  Google Scholar 

  • Winograd, K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105, 1641–1673. doi:10.1108/00220410910998924.

    Article  Google Scholar 

  • Wittman, S. (2011). Learning strategies and learning-related emotions among teacher trainees. Teaching and Teacher Education, 27, 524–532. doi:10.1016/j.tate.2010.10.006.

    Article  Google Scholar 

  • Zembylas, M. (2002). Constructing genealogies of teachers’ emotions in science teaching. Journal of Research in Science Teaching, 39, 79–103. doi:10.1002/tea.10010.

    Article  Google Scholar 

  • Zembylas, M., & Barker, H. B. (2002). Pre-service teacher attitudes and emotions: Individual spaces, community conversations and transformations. Research in Science Education, 32, 329–351. doi:10.1023/A:1020862000107.

    Article  Google Scholar 

Download references

Acknowledgments

This study was made possible by the agreement between Queensland University of Technology and the Ministry of Education, Bhutan. The Australian Research Council (DP120100369) helped resource the study.

Author information

Authors and Affiliations

  1. College of Education, Royal University of Bhutan, Samtse, Bhutan

    Sonam Rinchen

  2. Murdoch University, Perth, Australia

    Stephen M. Ritchie

  3. Queensland University of Technology, Brisbane, QLD, Australia

    Alberto Bellocchi

Authors
  1. Sonam Rinchen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Stephen M. Ritchie
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Alberto Bellocchi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sonam Rinchen.

Additional information

Lead editors: S. Ritchie and K. Tobin.

This article is part of the Special Issue on Research on Emotions of Science Education.

Appendix

Appendix

Table 1 Transcript coding conventions adapted from Roth and Hsu (2010)
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Rinchen, S., Ritchie, S.M. & Bellocchi, A. Emotional climate of a pre-service science teacher education class in Bhutan. Cult Stud of Sci Educ 11, 603–628 (2016). https://doi.org/10.1007/s11422-014-9658-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11422-014-9658-0

Keywords

Search

Navigation