ERIC Number: EJ1111446
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Reference Count: 39
Emotional Experiences of Preservice Science Teachers in Online Learning: The Formation, Disruption and Maintenance of Social Bonds
Bellocchi, Alberto; Mills, Kathy A.; Ritchie, Stephen M.
Cultural Studies of Science Education, v11 n3 p629-652 Sep 2016
The enactment of learning to become a science teacher in online mode is an emotionally charged experience. We attend to the formation, maintenance and disruption of social bonds experienced by online preservice science teachers as they shared their emotional online learning experiences through blogs, or e-motion diaries, in reaction to videos of face-to-face lessons. A multi-theoretic framework drawing on microsociological perspectives of emotion informed our hermeneutic interpretations of students' first-person accounts reported through an e-motion diary. These accounts were analyzed through our own database of emotion labels constructed from the synthesis of existing literature on emotion across a range of fields of inquiry. Preservice science teachers felt included in the face-to-face group as they watched videos of classroom transactions. The strength of these feelings of social solidarity were dependent on the quality of the video recording. E-motion diaries provided a resource for interactions focused on shared emotional experiences leading to formation of social bonds and the alleviation of feelings of fear, trepidation and anxiety about becoming science teachers. We offer implications to inform practitioners who wish to improve feelings of inclusion amongst their online learners in science education.
Descriptors: Science Instruction, Science Teachers, Preservice Teachers, Emotional Response, Computer Mediated Communication, Web Sites, Diaries, Video Technology, Interpersonal Relationship, Social Influences, Interaction, Online Courses, Hermeneutics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A