Emotional experiences of preservice science teachers in online learning : The formation, disruption and maintenance of social bonds

Journal article


Bellocchi, Alberto, Mills, Kathy A. and Ritchie, Stephen M.. (2016). Emotional experiences of preservice science teachers in online learning : The formation, disruption and maintenance of social bonds. Cultural Studies of Science Education. 11(3), pp. 629-652. https://doi.org/10.1007/s11422-015-9673-9
AuthorsBellocchi, Alberto, Mills, Kathy A. and Ritchie, Stephen M.
Abstract

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.

Keywordsemotion; sociology of emotion; isolation; social bonds; online learning; science teacher education
Year2016
JournalCultural Studies of Science Education
Journal citation11 (3), pp. 629-652
PublisherSpringer Netherlands
ISSN1871-1502
Digital Object Identifier (DOI)https://doi.org/10.1007/s11422-015-9673-9
Scopus EID2-s2.0-84938723294
Research or scholarlyResearch
Page range629-652
FunderAustralian Research Council (ARC)
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online06 Aug 2015
Publication process dates
Accepted04 May 2015
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP120100369
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