Description
This volume provides a systematic review of research on preservice and inservice science teacher education, focusing on the growing recognition of emotions in this field over the past two decades. By analyzing 92 empirical studies, it uncovers key theoretical, methodological, and empirical trends shaping understandings of science teacher emotions. The book identifies underpinning emotion theories, examines study cohorts, countries, methods, key findings, and highlights limitations in current research. Empirical outcoms are organized into six themes, which reveal detailed analyses of emotional dynamics in science education, offering a foundational knowledge base while charting directions for future investigation.
Preface.- Chapter 1. Introduction.- Chapter 2. Systematic Review Method.- Chapter 3. Overview of Review Findings.- Chapter 4. Emotional Climate of Science Education Classes.- Chapter 5: Emotion and Science Inquiry, and Laboratory and Practical Work.- Chapter 6. Emotion and Controversial Issues in Science Instruction.- Chapter 7. Emotion and Technology in Science Teacher Education.- Chapter 8. Emotion and Science Teachers Self-efficacy and Identity.- Chapter 9. Emotion and Teachers Work .- Chapter 10: Conclusions and Future Research Directions.- References .- Acknowledgement.
Alberto Bellocchi is an Associate Professor of Education at the Queensland University of Technology, Australia. Over 15 years, his research has investigated teaching and learning science in university and high school contexts. A large body of his 60+ publications has addressed the topic of emotion, delivering theoretical, methodological, and empirical advancements to the field or research.
Julia Hill is a lecturer at RMIT University, Melbourne, Australia. Drawing on her background in teaching and educational psychology, her research explores the intersections between positive psychology and STEM education. Her publications have examined the enablers of student and teacher wellbeing across the STEM disciplines.
Louisa Tomas is an Associate Professor of Education at James Cook University, Townsville, Australia. Her research explores curricula and pedagogical approaches that engage diverse students in the learning of science and develop their scientific literacy. She has published extensively on the development of affective outcomes in science, including students emotions and emotion regulation.
Tanya Doyle is a senior lecturer of Education at James Cook University, Townsville, Australia. Tanya's research interests range from STEM curriculum to preservice teacher education, with a focus on the role that education policy plays in shaping educational opportunities. She teaches curriculum studies subjects in science education as well as teacher education professional practices subjects.
