ABSTRACT Research on teacher emotion regulation is typically conducted by outsiders and focuses on how emotion is regulated. This self-study was conducted by a practicing teacher to explore the lived experience of teacher emotion regulation and the many influences that inspire the need for such regulation. Throughout a 14-week semester, daily “in-the-moment” recordings of emotion were collected as they arose, and analyzed weekly. With a critical friend, further analysis was conducted to explore the genesis of the emotion as well as the response and possible alternatives. We believe that understanding the experience of the emotion is possibly more important than how it is regulated. Through reflection, this teacher began to resolve deeper issues that had evoked negative emotions, which shifted her approach to difficult situations and reduced the amount of negative emotions experienced. We conclude that the research on emotion regulation should focus on understanding the underlying issue triggering the emotion than on controlling the emotions displayed.

中文翻译：

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教师对情绪调节的实践和经验的自学：通过反思和参与而成为和成为

摘要关于教师情绪调节的研究通常是由局外人进行的，着重研究如何调节情绪。这项自学是由一名在职教师进行的，旨在探讨教师情绪调节的实际经验以及激发这种调节需求的许多影响因素。在整个14周的学期中，每天都会收集“瞬间”的情绪记录，并每周进行分析。与一个关键的朋友一起，进行了进一步的分析，以探索情绪的起源，反应以及可能的替代方法。我们认为，了解情感的体验可能比调节情感的方式更为重要。通过反思，这位老师开始解决引发负面情绪的更深层次的问题，这使她的方法转向困难处境，并减少了所经历的负面情绪。我们得出结论，关于情绪调节的研究应着重于理解引发情绪的根本问题，而不是控制所显示的情绪。