A self-study of my emotions and teaching history forms 1-5 at a high school in eswatini: a professional journey
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Date
2023
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Abstract
The purpose of this self-study research was to explore my emotions and how they influence my history teaching in forms 1 -5 at a high school in Eswatini. By doing this self-study I aimed to better understand my history teaching to further improve my teaching practice in the subject. The first question that guided my research was “what emotions do I experience in my teaching of history in forms 1-5 (Grades 8-12)?”. This question helped me to reflect on my past teaching, think deeply and obliterate the undesired practices in my teaching. The second question that directed the study was “to what extent do my emotions influence my teaching of history in forms 1-5 (Grades 8-12)?”. In responding to this question, I wanted to explore my “true self” and history teaching. The third question that guided this study was “how do I regulate my emotions in my teaching of history in forms 1-5 (Grade 8-12)?”. This helped me to come up with better strategies for regulating and suppressing undesired emotions and displaying the most wanted emotions.
I was the main participant and researcher in this study. Other participants were learners in forms 1-5 and I worked closely with critical friends who were teachers in my school. Data was generated using three research practices, namely, letter writing, reflective journals and a collage. Zembylas’ genealogies of emotions and Hargreaves's emotional geographies of teaching were used as conceptual frameworks to analyse the data. This self-study found that teaching history is an emotional practice involving blended positive and blended negative emotions. Also, the study revealed that the uncertainty of the Covid-19 pandemic resulted in ambivalent feelings and being emotionally drained. However, the study showed that the Covid-19 pandemic never paralysed my teaching but instead positive emotions enhanced my history teaching while negative emotions compromised my history teaching. Nevertheless, anger was an emotion that
compromised my teaching but at the same time, anger served as the motivator that fuelled me to teach with great eagerness and exuberance in such circumstances. Lastly, the study highlighted that I suppressed and regulated my emotions using strategies such as collaboration with happy positive colleagues, self-motivation, and suppression of negative emotions and showing desirable expressions. The study recommends that further self- studies be conducted on emotions and teaching other subjects.
Description
Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.