A Study of Student-Teachers' Emotional Experiences and Their Development of Professional Identities

Measure for clinical supervision practices as factors of predictive indicators of teachers' professional identity development in Tanzania

Developing teachers' professional identity is an ongoing process requiring multiple factors. However, the literature lacks a relationship between measures for clinical supervision practices and predictive indicators of teachers' professional identity development. Therefore, the study explored the opinions of school heads and teachers on measures for better school heads' clinical supervision practices and predictive indicators of teachers' professional identity development in Tanzania public secondary schools. A qualitative approach and multiple case research design governed the study in Njombe Region. Twelve informants participated in the semi-structured interviews and sixteen in focus group discussions. The analysis approach was content-structured analysis for the quantification of informants' responses. The study found major adjustments focused on pre-observation, classroom observation, and supervisory feedback. Clinical supervision adjustments in the mentioned dimensions are factors for developing predictive indicators of teachers' professional identity, such as loving the teaching profession, working for greater peace and freedom, feeling the teaching work is respected, and improving self-efficacy relative to teaching-learning efficiency. Minor adjustments were found in academic professional development for teachers and post-observation clinical supervision. Consequently, the development of predictive indicators of teachers' professional identity. Such as preserving professional skills and image and being prepared to have commitments to educating students. The study concludes that clinical supervision adjustments are indicators of teachers' professional identity development. The government is recommended to encourage clinical supervisory innovations to promote and enhance teacher professional identity development. Study findings provide a better understanding of a growing body of knowledge about improving clinical supervision practices to develop teachers' professional identity.

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

Teacher emotions are essential for teaching effectiveness and teachers' professional development. Studying teacher emotions during a program in today's world is crucial, where teachers are commonly involved in professional development programs. From an ecological perspective, this study employed a case study method to examine the emotions of two Chinese high school mathematics teachers in a 4-year teaching improvement program. Semi-structured interviews, teacher emotion logs, researcher memos, and informal dialogues were all used to collect data. This study aimed to better understand the emotions that Chinese high school mathematics teachers developed and the processes that generated them in their interactions with various ecosystems within a specific professional development program overlay. The study's findings revealed that the two teachers triggered 65 emotions in their interactions with the various ecosystems over 4 years-A describing 51 and B describing 46-with an overall predominance of positive emotions. They triggered the broadest range of emotions in the mesosystem, particularly during interactions with program companions. During the early, medium, and late stages, their internal psychological factors and interactions with each system changed, resulting in significant changes in their emotions. They all went through phases of mixed sadness and happiness, ending in a state of delight and calmness. Finally, we recommended teachers' professional development based on the study's findings.