This doctoral thesis investigates a relatively under-researched aspect of teachers’ emotions: namely, teachers’ emotions towards assessment. It generates a conceptual framework and methodological tool for the investigation into and analysis of teachers’ assessment practice, which consists of three concepts: emotions, emotional rules and emotional labour. Following Nussbaum (2001), emotions are viewed as cognitive, i.e. as evaluative judgements of objects important to a person’s flourishing. Following Turner (2007, 2010), emotions are understood as a generalised symbolic medium exchanged between people within institutions, making positive emotions a desirable resource that enhance a person’s flourishing. The thesis also draws on Hochschild (1983/2003), Zembylas (2005), Theodosius (2008) and Archer (2000), to expand, systematize and operationalize the concepts of emotional rules and labour, which increase the visibility of teachers’ emotions and illustrate how assessment, like teaching, is an “emotional practice” (Hargreaves, 1998). This conceptual frame opens possibilities for further research into the nascent field of teachers’ emotions and assessment. Data was collected through seven focus group interviews with nineteen teachers. The teachers were selected as a purposive sample: committed to their work of enabling learner achievement, engaged in professional development and working in functional schools. A thick description of teachers’ emotions foregrounded three main ‘objects’ of assessment: learner achievement, the assessment practices of marking and giving feedback, and accountability demands. Findings show the identity of committed teachers’ as interdependent with learner achievement: teachers gain positive emotions and the motivation to continue their work when learners do well, but are disappointed and filled with self-doubt when learners do badly. In their assessment practice, committed teachers are often overwhelmed by endless marking, yet continuously strive to make judgements and give feedback in ways that are fair, just and empowering for learners. The “panic accountability” of departmental demands undermines and demeans teachers, generating outrage and alienation. Key claims arising from the research are: 1. Teachers’ emotions occupy a strategic position as an inevitable filter through which all policy aimed at achieving the national project of high learner achievement must pass, so teachers’ emotions towards assessment and accountability have the power to enhance or destabilise learner achievement and are thus a valid concern for educational research, policy and practice. 2. As seen through their emotional rules, committed teachers strive to live up to high ethical ideals and take responsibility not only for learner success but also learner failure. 3. Teachers’ emotional labour makes visible how they strive to fulfil their moral purpose of learner achievement, yet are deeply demoralised by not receiving acknowledgement and respect from education authorities.

Thesis (M. Ed.(Computer-integrated education))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (D.P.A.)--University of Illinois at Springfield, 2005. / Vita: leaf [104]. Includes bibliographical references (leaves 84-93).

[pt] Motivada pelo processo crítico-reflexivo do fazer pedagógico, nesta pesquisa, tenho como objetivo construir entendimentos sobre as reflexões, afetos e crenças sócio-construídos por mim e mais duas professoras em relação aos materiais didáticos de ensino-aprendizagem de língua inglesa, destinados a crianças e adotados compulsoriamente em nossos contextos de atuação. Proponho-me, assim, a analisar a construção discursiva das emoções e crenças docentes em nossas falas, a fim de compreender quais são as implicações da imposição destes materiais didáticos. Para tal, recorro aos pressupostos teóricos do campo da Linguística Aplicada Contemporânea/Crítica, Transdisciplinar/Indisciplinar, em interface com a Prática Exploratória e a perspectiva pedagógica freireana. Os estudos de Narrativas contribuem para a investigação das experiências profissionais, a partir de perspectivas interacionais e socioconstrucionistas. Assim, orientada pelo paradigma de pesquisa qualitativo-interpretativista, realizamos uma conversa exploratória na qual compartilhamos experiências sobre o uso de livros didáticos em nossos contextos profissionais, a saber: escolas pública e privada, e cursos livres de idiomas. Além disso, esta pesquisa se alinha aos estudos sobre Emoções e Crenças Docentes, com o intuito de investigar como nós interpretamos tais experiências, isto é, sócio-construímos avaliações. Este estudo oportunizou uma reflexão crítica acerca da obrigatoriedade de materiais didáticos e das implicações desta imposição na nossa prática pedagógica, colaborando para a qualidade da vida em sala de aula, a partir da ressignificação desta prática. Os resultados indicam que nossa conversa possibilitou: (i) investigarmos quais crenças, relacionadas ao uso do livro didático, emergiram em nossa interação e suas contribuições para a nossa visão de ensino-aprendizagem, bem como (ii) compartilharmos (des)alinhamentos e relações de poder que permeiam esta adoção compulsória, ilustrando emoções de insatisfação, desânimo, frustração, dentre outras. / [en] Motivated by a critical-reflexive pedagogical process, this research aims to develop understandings about the reflections, emotions and beliefs socially constructed by me and two other teachers in relation to English teaching materials to young learners, compulsorily adopted in our working contexts. Considering our conversation, I propose the analysis of the discursive construction of emotions and teaching beliefs with the intention to understand the implications of the materials imposition. In order to do this, the theoretical concepts of Critical Applied Linguistics are adopted, in an interface with Exploratory Practice and Freire s pedagogical perspective. Narrative studies contribute to the investigation of professional experiences, from interactional and social-constructionist perspectives. Thus, guided by the qualitative-interpretative research paradigm, we held an exploratory conversation in which we shared experiences about the use of textbooks in our professional contexts, namely: public and private schools, and language courses. In addition, this research is aligned with studies on Emotions and Teaching Beliefs, intending to investigate how we interpret such experiences, in other words, how we socially construct evaluations. This study contributed to a critical reflection on the mandatory use of teaching materials and the implications of their imposition on our pedagogical practice, contributing to the quality of life in the classroom by re-signifying this practice. The results indicate that our conversation enabled us to: (i) investigate which beliefs, related to the use of textbooks, emerged in our interaction as well as their contributions to our understanding of teaching-learning process, and (ii) share (dis)alignments and power relations that permeate this compulsory adoption, illustrating emotions of dissatisfaction, discouragement, frustration, among others.

[pt] Instigada a entender possíveis fatores e situações que possam provocar angústias e medos nos docentes, minha pesquisa tem por objetivo analisar as percepções de um grupo de professores de uma escola particular sobre suas aflições e as potenciais causas destas através do discurso. A partir da verbalização das percepções, busco entender as motivações do sofrimento e de que modo o mesmo afeta nossa prática pedagógica, nossas visões sobre educação e/ou nossas relações interpessoais com alunos, colegas e direção. Para tal, recorro a um arcabouço teórico variado, que abrange conceitos teóricos sobre Linguística Aplicada (Moita Lopes, 2006; 2013; Miller, 2013), Prática Exploratória (Allwright, 2006; Miller et al., 2008), Emoções (Zembylas, 2003, 2004, 2005; Rezende e Coelho, 2010; Palmer, 2012) e Sistema de Avaliatividade (Martin & White, 2005; Almeida, 2010; Vian Jr, 2009; 2010). Alinhada ao paradigma qualitativo-interpretativista de pesquisa, à perspectiva contemporânea da Linguística Aplicada e ao viés ético-metodológico da Prática Exploratória, apresento a análise de excertos de uma conversa de pesquisa (Araujo, 2014) gerada num ambiente informal entre mim e quatro colegas. Os resultados mostram haver o predomínio dos afetos dos tipos INSATISFAÇÃO e INSEGURANÇA, demonstrando que parte do nosso sofrimento advém do desagrado com nossas funções profissionais e de um temor em relação à escola em que trabalhamos, os quais atribuímos a uma visão mercadológica de ensino. Os dados levam ao entendimento de que nossa visão de educação está em dissonância com a da instituição em que lecionamos, fazendo-nos agir, muitas vezes, em desacordo com nossas concepções pessoais de educação; porém, seguimos em frente devido à afeição que temos pelos alunos e ao afeto que alguns de nós nutrimos por esta escola. / [en] Motivated to understand the possible factors and situations that may cause anguish and fear in teachers, the aim of my research is to analyse the perceptions of a group of teachers that works in a private school about their afflictions and the potential causes of these through discourse. From the verbalization of these perceptions, I try to understand what motivates suffering and how it affects our pedagogical practice, our visions about education and/or our interpersonal relationships with students, colleagues and school management. In order to do this, I turn to a diverse theoretical framework, which encompasses theoretical concepts on Applied Linguistics (Moita Lopes, 2006, 2013, Miller, 2013), Exploratory Practice (Allwright, 2006, Miller et al., 2008), Emotions (Zembylas, 2003, 2004, 2005; Rezende e Coelho, 2010; Palmer, 2012) and Appraisal System (Martin & White, 2005; Almeida, 2010; Vian Jr, 2009; 2010). Aligned with the qualitative-interpretative paradigm of research, with the contemporary perspective of Applied Linguistics and with the ethical-methodological perspective of Exploratory Practice, I present the analysis of some excerpts of a research talk (Araujo, 2014) that happened between four colleagues and me in an informal place. The results show that INSATISFACTION and INSECURITY (types of affects) predominate, demonstrating that part of our suffering comes from a dislike related to our professional functions and a fear of the school where we work, which we attribute to a marketing model of education. The data lead to the understanding that our view of education is at odds with that of the institution where we teach, making us act, many times, in contrary to our personal conceptions of education; however, we move on because of the affection we have for the students and because of the affection some of us have for this school.