Teachers tracked objects that attracted positive emotions in their daily teaching lives, using an app to keep photographs and comments over 1 month, with follow-up interviews. Analysis revealed the importance of interpersonal relationships, pedagogy and student progress, self-care, and the environment. The project uniquely combined positive psychology, exploratory practice, and ‘sticky objects’ to examine theory and practice in higher education. Implications include a need for institutions to create environments where supportive relationships can flourish, and prioritising the importance of positive emotions in teacher CPD programmes.
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