Emotions and professional reflections in a post-war community: teachers’ perspectives from Kosovo

Abstract

Background: Teaching is more complex than dealing with the cognitive aspects of learning alone and is also influenced by affective states. Because of this, more research is needed into the role of teachers’ emotions in classroom interaction. Of special importance is research into reflective thinking and the extent to which it may be disturbed by the prior experience of trauma. Purpose: This study aimed to shed light on these issues by analysing reports of Kosovan teachers’ emotional arousal when speaking about and/or teaching topics related to war experiences, their beliefs about these experiences, their opinions about students’ reactions and their reports on professional reflective practices. Methods: Descriptive study. Data were collected by means of a structured questionnaire completed by 70 teachers. Results: Teachers reported strong emotions were triggered by discussion of topics linked to the war. Their beliefs influenced how they engaged with sensitive and emotionally charged topics, but they interpreted their professional behaviour using reflective and critical thinking. Conclusion: Both external and internal factors affect post-war teachers cognitively and emotionally. Further research is needed to identify the extent to which this impacts teachers’ ability to use critical reflection and critical emotional reflexivity in school-based practice.