本研究の目的は,授業における教師の感情経験と,教職の専門性として説明されてきた認知や行動,さらに動機づけとの関連を検討することであった。高校教師10名に面接調査を実施し,グラウンデッド・セオリー・アプローチによるデータ分析を行った。その結果,《感情の生起》という現象の中心概念が抽出され,(1)教師は生徒の行為と自らが用いる授業方略に対して感情を経験し,(2)状況により教師は異なる感情を混在して経験することが示された。そして,(3)教師が経験する感情の種類,強さ,対象によって,《感情の生起》現象には,心的報酬の即時的獲得,認知の柔軟化・創造性の高まり,悪循環,反省と改善,省察と軌道修正,という5つの過程が見出された。喜びや楽しさなどの快感情は教師の活力・動機づけを高めることで実践の改善に寄与し,さらに授業中では教師の集中を高めることで瞬間的な意識決定と創造的思考の展開を促進していた。一方,いらだちなどの不快感情は教師の身体的消耗や認知能力の低下を導くが,苦しみや悔しさなどの自己意識感情は授業後の反省と授業中の省察に結びつき,教師が実践を改善し,即興的に授業を展開するのを可能にしていた。

In the present study, 10 high school teachers were interviewed in order to examine how emotions experienced by those teachers when teaching relate to the cognitions, actions, and motivations that underlie their professionality. The data were analyzed using the grounded theory approach. The phenomenon of emerging emotions was described. The teachers' emotions emerged from a complex mechanism involving their teaching strategies and their students' behavior, resulting in mixed emotions that depended on the situation. In the phenomenon model that was generated, 5 patterns were identified: immediate achievement of psychic rewards, emergence of flexible cognitions and creative thoughts, negative feedback loops, reflections following teaching that led to improvements, and reflections during teaching and changing paths. Those patterns were based on the kind, strength, and objects of the teachers' emotions. Positive emotions heightened teachers' energy, motivation, and concentration, and promoted improvements in their practice, immediate decision-making, and creative thinking. Negative emotions reduced the teachers' physical and cognitive potential. However, self-conscious emotions promoted reflection both during and following teaching, and enabled the teachers to improve their practice and enrich their classes through improvisation.