 A case study exploring the negative emotions of teachers specialising in synchronous online classesMingzhang Zuo, Lixiang Gao, Wei Wang, Shuang Wang and Heng Luo International Journal of Innovation and Learning, 2022, vol. 31, issue 3, 404-422 Abstract: Synchronous online classrooms provide many advantages for students in remote areas by bringing qualified teachers to the classroom virtually. Nonetheless, such spaces also pose challenges for students as well as teachers. The present study is a qualitative inquiry into teachers' negative emotions through class observation and in-depth interviews with 21 teachers teaching in synchronous online classrooms in rural China. The findings revealed that teachers' emotional responses in synchronous online classrooms were highly relevant to teachers' assessment of their perceptions and expectations of student behaviours and their coping with teaching problems. The study also offered insight into the impacts of online technology and culture on teacher roles, identity and teaching experience. The research findings can contribute to the theory of teacher emotions and can also inform school administrators and policymakers about the potential challenges facing teachers in synchronous online classrooms. Keywords: teacher emotion; appraisal theory; synchronous online classrooms; teacher anxiety; rural education. (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ids:ijilea:v:31:y:2022:i:3:p:404-422 Access Statistics for this article More articles in International Journal of Innovation and Learning from Inderscience Enterprises Ltd |
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