In the last twenty years, a significant number of researchers have investigated the previously neglected topic of teacher emotion. This presentation reports on a review of teacher emotion literature from English-speaking journals published between 2003 and 2012. We reviewed 82 papers with the initial aim of reporting on and synthesising research aims, methodologies and findings. In systematically reviewing the papers, we discovered that few authors used specific definitions for the term emotion and that there was a lack of a clear framework for studying teacher emotion in the context of the classroom. Absence of a clear conceptual model for studying teacher emotion made clear categorisation and comparison of past work difficult. We believe that in order to work successfully with the term teacher emotion, researchers need to provide a definition of emotion, place this definition in the context of teaching and show how their research fits within this context. Few authors did this. Therefore, the aim of this research was to increase the ease and clarity with which the term teacher emotion is used in future research. This was achieved by developing an integrated model from analysis of the definitions and descriptions of emotion presented in the reviewed papers and placing this in the context of teaching. We then used this model to provide an overview of current teacher emotion research.
Abstract: