Emotions and Learning
When Teachers’ Perceptions Enable them to Develop Better Training Strategies
Pages 27 to 42
Cite this article
- ORLOVA, Kristina,
- EBINER, Jérôme
- and GENOUD, Philippe A.,
- Orlova, Kristina.,
- et al.
- Orlova, K.,
- Ebiner, J.
- and Genoud, P.-A.
https://doi.org/10.4000/rechercheformation.2435
Cite this article
- Orlova, K.,
- Ebiner, J.
- and Genoud, P.-A.
- Orlova, Kristina.,
- et al.
- ORLOVA, Kristina,
- EBINER, Jérôme
- and GENOUD, Philippe A.,
https://doi.org/10.4000/rechercheformation.2435
This article presents the results of an empirical study designed to provide an insight into teachers’ perceptions of students’ emotions and how these emotions affect their learning. Our results indicate that the degree of emotional openness displayed by teachers is consistent with their assumed ability to perceive student emotions. In addition, we note that the more teachers believe that emotions affect learning, the more they feel duty-bound to take account of them when dealing with their students.
- learning
- teaching profession
- teacher
- school
Publisher keywords: learning, school, teacher, teaching profession