Emotions and social reflection in being and developing as a university teacher

The purpose of this case study was to understand what kinds emotions university teachers experience in teaching, how these influence the way their pedagogical competency and being developing as a teacher, they reflect on teaching teaching-related emotions. Data were collected via semi-structured interviews with nine participating an educational development project. Our results show that experienced positive, negative, mixed influenced themselves competency. All reflected experiences, most also shared others. Social reflection can be powerful tool it enables personal evaluation interpretation experiences. Higher education institutions should offer supportive environments for academic personnel, encouraging social providing opportunities sharing We found project, addition more traditional staff training programs, fruitful context teachers’ development, since provide joint discussions application perspectives.