Dynamic Patterns: Emotional Episodes within Teachers' Response Practices
Abstract
Responding to student writing is one activity where teachers' emotions become relevant, but there are limited scholarly conversations directly discussing emotion as a component of teachers' responses to student writing. This article brings together scholarship on emotion, survey results, and narrative description of two specific teachers to suggest the relationship between emotion and response: a dynamic, recursive episode pattern of values, triggers, emotions, and actions. The results of 146 surveys of writing teachers reporting on emotions in their response practices provide a contextual grounding for a closer examination of the interrelated emotional episode of one teacher, Brittney. An awareness of the emotional episode of response promotes reflection and acts as a catalyst for teachers to think about their teacherly identity.