Abstract

In this chapter, from a transactional perspective, we reflect on the mechanisms resulting in emotions about teaching that occur in the classroom. Emotions about teaching affect teachers' psychological health and overall well-being and the interactions they establish with their students, their instruction, and, ultimately, students' outcomes. For this purpose, we will review the most recent explanatory models of emotions under the lens of a transactional approach. Recent research has shown that emotions play an essential role in the psychological well-being of the people who participate in a school community, directly affecting their commitment, interest, and development in both teaching and learning. However, questions arise such as: which aspects of the interaction between teacher and student are capable of activating different emotions in the classroom? Which are the most prevalent emotions that emerge from this interaction? Furthermore, how do these emotions affect the teaching-learning process? We will discuss empirical research related to the transactional model of emotions that helps us answer some of these questions, primarily, how these emotions affect the teaching-learning process and students' outcomes.