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Six teachers were observed across four workshops, coding bodily motion, facial expression, and eye contact into five emotion types. Shame, defensiveness, and distraction appeared more often than laughter and surprise, while negative emotions decreased over time. The findings support longitudinal evaluation of teachers’ emotional expressions in video-based TPD and continued efforts to encourage participation.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-teachers-emotions-via-nonverbal-behavior-during-video-based-teacher-professional-development/589866/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-teachers-emotions-via-nonverbal-behavior-during-video-based-teacher-professional-development/589866.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What was the focus of the one-year video-based teacher professional development (TPD) program?","Question",{"text":113,"@type":114},"It highlighted salient contributors to productive classroom dialogue and examined how teachers emotionally responded during the TPD using video-based protocols.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were teachers’ emotions measured in the study?",{"text":118,"@type":114},"The study coded nonverbal behaviors—bodily motion, facial expression, and eye contact—into five emotion types across four workshops.",{"name":120,"@type":111,"acceptedAnswer":121},"What emotional patterns were observed over time during the workshops?",{"text":122,"@type":114},"Shame, defensiveness, and distraction occurred more frequently than laughter and surprise, and negative emotions decreased over time.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},589866,1792166459,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":105,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nOctober-December 2018, Vol. 4, No. 4, pp. 1–15 DOI: 10. 1177/2332858418819851  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2018. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nExploring Teachers’ Emotions via Nonverbal Behavior During Video-Based Teacher Professional Development  \nChiung-Fang Chang  \nMcGill University  \nAlexander Gröschner  \nFriedrich-Schiller University  \nNathan C. Hall  \nMcGill University  \nMartina Alles  \nTina Seidel  \nTechnical University of Munich  \nIncreasing research on teacher professional development (TPD) has found teachers’self-reflection to be key for improving teaching effectiveness. Although video methodology, as often used in TPD, provides crucial insight concerning situated learning, teachers are often reticent to participate in TPD protocols due to discomfort over being videotaped. This longitudinal study explored emotion-related behaviors by assessing the nonverbal expressions exhibited by teachers during a 1-year videobased TPD program highlighting salient contributors to productive classroom dialogue. Six teachers were observed regarding bodily motion, facial expression, and eye contact, with results obtained across four workshops coded according to five types of emotions. The emotions of shame, defensiveness, and distraction appeared more often than did laughter and surprise, with the negative emotions found to decrease over time. This study highlights the importance of longitudinally evaluating teachers’emotional expressions during video-based TPD activities and continued efforts to encourage teacher participation in these pedagogical training opportunities.  \nKeywords: video analysis, teacher professional development, teacher emotions, nonverbal behavior  \nEducational research consistently underscores the importance of teaching effectiveness and the necessity of teacher professional development (TPD) for supporting student learning and outcomes (Borko, 2004; Scheerens, 2010; Stoll, Bolam, McMahon, Wallace, & Thomas, 2006). This research interest is further bolstered by government efforts over the past few decades to identify and implement professional development programs leading to dependable and long-term outcomes (National Research Council, 2007) . Innovative and successful training programs for teachers also represent a critical component of institutional and government teacher training initiatives. However, despite the variety of professional development courses available, teachers’ willingness to participate and their reticence for completing supplemental training activities (e.g., classroom technology adoption, online training protocols) are important factors for administrators and researchers to consider (Buabeng-Andoh, 2012;  \nWiley, 2007) . Accordingly, teachers’ perceptions and emotions with respect to attending teacher training activities represent a critical area for future research in TPD.  \nThe emotional aspect of teacher learning to date remains underexplored (Pekrun, 2006; Sutton & Wheatley, 2003), with limited research directly examining teachers’ experiences in TPD contexts (e.g., Yoo & Carter, 2017) . Emotions have consistently been proposed as a critical mediator of the effects of teachers’ cognitions and motivational beliefs, based on findings showing learners’ appraisals for learning outcomes and regulation of negative emotions found to impact cognition, attention, motivation, and engagement (see Pekrun, 2006; Pekrun, Frenzel, Goetz, & Perry, 2007) . However, although the opportunities for learning and improvement associated with teacher development may be appealing to some teachers (e.g., those with mastery goals or high selfefficacy), there exist unexpected emotional challenges during  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommer","cbCaingHeWxJ0vzG","https://ap.wps.com/l/cbCaingHeWxJ0vzG","pdf",670746,"English","# Exploring Teachers’ Emotions via Nonverbal Behavior During Video-Based Teacher Professional Development\n## Video-Based TPD","[{\"question\":\"What was the focus of the one-year video-based teacher professional development (TPD) program?\",\"answer\":\"It highlighted salient contributors to productive classroom dialogue and examined how teachers emotionally responded during the TPD using video-based protocols.\"},{\"question\":\"How were teachers’ emotions measured in the study?\",\"answer\":\"The study coded nonverbal behaviors—bodily motion, facial expression, and eye contact—into five emotion types across four workshops.\"},{\"question\":\"What emotional patterns were observed over time during the workshops?\",\"answer\":\"Shame, defensiveness, and distraction occurred more frequently than laughter and surprise, and negative emotions decreased over time.\"}]","Exploring Teachers’ Emotions via Nonverbal Behavior During Video-Based Teacher Professional Development | PDF",1792068285,38]