This current review of research tells a richly detailed story of the evolving intellectual structure of teacher emotion research during 35 years starting from 1985 until 2019, through identifying 812 articles and using a descriptive quantitative analysis approach. The developmental trend reveals a substantial change in the volume of publications recently, although the overall volume of research is still relatively low. Findings identify that, although quantitative methods were the most commonly used, qualitative and mixed methods of research have undergone a marked increase in the past ten years. However, as the majority of articles have been exploratory-oriented, intervention and experimental studies are largely lacking, resulting in the “so-what” story being missing. A functionalist perspective suggests that knowledge production in teacher emotion research is either at a late first stage or an emerging second stage. This effort lays a foundation on which to interpret the evolution of the teacher emotion literature.

当前的研究综述通过确定812篇文章并使用描述性的定量分析方法，详细介绍了从1985年到2019年的35年中，教师情感研究的不断发展的智力结构。尽管研究的总量仍然相对较低，但发展趋势表明最近出版物的数量发生了重大变化。研究发现，尽管定量方法是最常用的方法，但定性和混合研究方法在过去十年中显着增加。但是，由于大多数文章都是以探索为导向的，因此很大程度上缺乏干预和实验研究，从而导致“如此”的故事丢失了。功能主义者的观点表明，教师情感研究中的知识生产要么处于第一阶段的后期，要么处于第二阶段的新兴阶段。这项工作为解释教师情感文学的发展奠定了基础。