Faculty Emotions: A self-study of teacher educators

Abstract

This article presents the results of a collaborative self-study in which five teacher educators explored the role of emotions in college teaching. We come from diverse backgrounds of race, ethnicity, religion and sexual orientation, while our students are largely White, female, Christian and heterosexual. Our study was guided by a social constructivist paradigm and self-study methodology. Qualitative data included transcripts of group discussions, teaching evaluations, and personal reflections. Findings illuminate the struggles experienced by faculty when cultural differences impede their relationships with their students and their institution. Colleges of education must recognize these challenges and address institutional and cultural barriers if they take seriously the goals of diversifying their faculty and preparing teachers who are culturally competent.

Keywords:

• teacher education
• emotions
• faculty diversity
• organizational culture
• participatory research