The meaning of emotions in the learning process is more and more often perceived from both the teacher’s and learner’s point of view, although in the academic field of higher education very little attention has still been paid to it. Emotions are important in a particular teaching situation, in the implementation of learning-centered strategies, in pedagogical interaction with students, in the professional development of a teacher as well as in the work-related wellbeing and job satisfaction.

Sutton & Wheatly (2003) stress that teachers’ emotions influence teachers, teaching and students. Emotions may expand or limit a teacher’s instructional opportunities (Zembylas, 2005) but in higher education context university teachers may not be used to analyzing their emotional reactions to teaching or discussing these reactions with colleagues (Löfström & Nevgi, 2014).

Previous research on emotions in higher educationa context has shown that emotions related to university teaching are contextual. Positive emotions were typically conveyed in a seminar and group work, with close proximity between the teacher and students. Neutral emotions were mostly connected with lecture settings (Löfström, Nevgi, 2014). Postareff and Lindblom-Ylänne (2011) found that emotions are related to teachers’ approaches to teaching: teachers with learning-focused approach expressed positive emotions about teaching and developing teaching activities, whereas teachers with a content-focused teacher profile expressed neutral or negative emotions about teaching and developing teaching. Sadler (2013) provides a different perspective and  suggests that teacher self-confidence may override the conception of teaching in determining the approach to teaching taken in a particular instance.

The study of Hagenauer and  Volet (2014) brings to light teacher educators’ reflections on teacher emotion display and teacher educators’ awareness of their competence in emotion-regulation strategies.  Distressing feelings are inherent in teaching-learning processes as well as in pedagogical interaction with students (Lahtinen 2008) and university teachers have to learn to strategies to be prepared for it.

The studies on novice university teachers have shown that novice university teachers are expected to to undertake research work as well as teaching, without having any formal preparation for the teaching task (Knight, 2002, Remmik, 2014, Sadler, 2013). This situation can create uncertainty, stress and self-doubt. In her study of experienced academics’ conceptions, Åkerlind (2003) identified that development was experienced as an increase in comfort, confidence and ease of teaching. To help novice university teachers in their academic socilaization and professional development we need to know more of their emotions related to teaching, students and academia and how these emotions change with increasing teaching pratice.  

 The aim of this presentation is to analyze, how university teachers’ emotions towards teaching and academic life are reflected in the interviews of novice teachers. Better understanding of emotional dimensions of teaching may hold important implications for pedagogical education academic development in higher education.

Research questions:

1. how does novice university teachers’ use of language in the interviews reflect their emotions towards teaching and academic life?
2. how do novice university teachers’ emotions towards teaching and academic life change with increasing teaching practice?

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