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Education Research International
Volume 2019, Article ID 5856793, 12 pages
https://doi.org/10.1155/2019/5856793
Research Article

The Role of Emotions in Teachers’ Professional Development: Attending a Research Experience for Teachers (RET) Program

1Educational Psychology Program, College of Education, North Carolina State University, 602L Poe Hall, Raleigh, NC 27695-7801, USA
2Educational Psychology and Learning Systems, Florida State University, 3204L Stone Building, 1114 W. Call Street, Tallahassee, FL 32306, USA

Correspondence should be addressed to Margareta M. Thomson; ude.uscn@nosmoht_ateragram

Received 15 August 2018; Revised 5 December 2018; Accepted 10 December 2018; Published 21 January 2019

Academic Editor: Gwo-Jen Hwang

Copyright © 2019 Margareta M. Thomson and Jeannine E. Turner. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The current study investigated teachers’ emotions, motivations, and changes to classroom practice as related to their involvement in a 6-week summer professional development (PD) program. Participants () attended the Research Experience for Teachers (RET) program at a large university in the United States. Overall, study results showed that emotions played an important role in teachers’ engagement in the RET program and triggered changes in teachers’ thinking and implementation of their science teaching practices. Positive correlations were found among teachers’ motivations and emotions about their PD experience, as well as changes to their teaching practices. Interview data provided more depth to understanding participants’ views of their RET experiences.