Engineering students’ perceptions of teaching: teacher-created atmosphere and teaching procedures as triggers of student emotions

The engineering education field has concentrated more on rationality and knowledge than emotions, even though the latter are important in students’ learning processes profession. This study examined descriptions of roles teaching their perceived emotions. A qualitative thematic analysis was conducted data from interviews with 26 students. results show that emotions influenced by perceptions 1) a teacher-created atmosphere, such as teacher interest, enthusiasm, encouragement, 2) procedures, course arrangements, lectures, public performances, active learning. findings call for attention to nuances student – relationships classrooms, they can affect ways which students experience well. These help educators better understand teaching-related make instructional choices enhance conducive