Taking on an agentic perspective, this study employed a digital ethnographic approach to examine a science teacher's emotional experiences in an online graduate science education course during the COVID-19 pandemic. Veronika, the teacher, revealed her feelings of grievance and loss to the graduate course cohort at the advent of large-scale school closures. Her emotions, shared through the online course, connected the members of the cohort to overcome emotional and pedagogical difficulties caused by the pandemic. She received both emotional and professional support from the cohort and designed an environmental related learning activity that centered on fun and connection in science learning. The activity stimulated students’ positive emotions and simultaneously served to reset Veronika's emotions. This study underlined that emotions connect teachers during a social crisis in ways that address obstacles encountered in teaching and learning. Lessons for teacher education include providing space for and acknowledging emotions in teaching, especially in times of stress and the importance of fostering agentic actions, collegiality, and collaboration by explicitly connecting an individual's emotions and beliefs to their professional practice.

中文翻译：

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通过情感联系：COVID-19 期间在线科学教育课程中的教师机构

本研究从主体的角度出发，采用数字人种学方法来考察科学教师在 COVID-19 大流行期间在线研究生科学教育课程中的情感体验。在学校大规模停课之际，老师维罗妮卡向研究生课程学员表达了她的委屈和失落之情。她通过在线课程分享的情感将小组成员联系起来，克服了大流行造成的情感和教学困难。她得到了同学们的情感和专业支持，并设计了一项与环境相关的学习活动，以科学学习中的乐趣和联系为中心。这项活动激发了学生的积极情绪，同时也重置了Veronika的情绪。这项研究强调，在社会危机期间，情绪可以通过解决教学中遇到的障碍的方式将教师联系起来。教师教育的课程包括在教学中为情感提供空间并承认情感，尤其是在压力时期，以及通过将个人的情感和信仰与其专业实践明确联系起来来促进代理行动、合作和协作的重要性。