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|Title:||Affectual Language in Teachers' Talk||Contributor(s):||Hardy, Joy (author)||Publication Date:||2015||Handle Link:||https://hdl.handle.net/1959.11/17453||Abstract:||In 2003, Sutton and Wheatly reported that there was scant research on the role(s) of emotion in teachers' work, the impact of emotions on teaching and learning, and the effect(s) of the sociocultural context on teachers' emotions. Since then, however, there has been an increase in research interest and outputs in this area (Keller, Frenzel, Goetz, Pekrun, & Hensley, 2011). This paper briefly outlines major foci within the growing research corpus. The paper then introduces a new research perspective by analysing the integration of emotion-referenced language in teachers' talk. Specifically, the analysis examines the talk of fourteen teachers working in rural and regional schools in New South Wales, Australia. The teachers' talk was collected in interviews conducted as part of Bush Tracks Research Project.||Publication Type:||Book Chapter||Source of Publication:||Bush Tracks: The Opportunities and Challenges of Rural Teaching and Leadership, p. 79-89||Publisher:||Sense Publishers||Place of Publication:||Rotterdam, The Netherlands||ISBN:||9789463000956
|Field of Research (FOR):||139999 Education not elsewhere classified||Socio-Economic Outcome Codes:||939999 Education and Training not elsewhere classified||HERDC Category Description:||B1 Chapter in a Scholarly Book||Statistics to Oct 2018:||Visitors: 322
|Appears in Collections:||Book Chapter|
School of Education
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