Full 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.
Contents
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.
