Search results for: Emotions
Page 4/4 39 items
Preservice teacher reflection provides a means by which to constructively explore the affective domain in teacher preparation. This article draws from two qualitative studies on reflection and technology conducted at an American university to explore the affective domain in teacher preparation.
Updated: Dec. 08, 2009
The demographics of classroom teachers and teacher educators do not mirror the diversity found in today's schools. As we prepare preservice teachers to be quality educators for all students, we must work to ensure that they are examining issues of equity and diversity that will affect those they teach. The article examines this challenge from the author's perspective as a teacher educator. Through self-study research, the author considers how she, as a white, female, middle-class teacher educator, attempted to help preservice teachers to think beyond their own experiences. In the end, what she categorized as a strictly intellectual pursuit uncovered something much deeper: the impact of emotion on learning in a university classroom.
Updated: Aug. 24, 2009
The authors focus on the role of emotions in preparing preservice and in-service teachers to confront educational and societal inequities. 14 graduate students who enrolled in a course on urban education participated in the study. The authors analyze students’ understandings of a critical incident in the course about gender inequities through individual semistructured interviews, focus group interviews, and document analysis. Four prevalent patterns of emotional selectivity emerged within the specific context of gender inequity in educational contexts. The fourth of these patterns considers emotions-reason informing knowledge, identities, and actions. This pattern offers pedagogical possibilities for challenging personal, educational, and societal inequities as it situates the focus of teachers’ roles as active agents of change.
Updated: Mar. 18, 2009
The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups with Novice Bilingual Teachers
For over two decades, the boundaries between the social sciences and the humanities have become blurred. This paper focuses on explicit arts-based approaches that the authors employed in a 3-year teacher education study of professional conflicts experienced by novice bilingual teachers. Authors describe how they used the arts and to what end, addressing questions of artistic processes, expertise, and research validity.This study illuminated the range of experiences and emotions involved in novice bilingual teachers’ professional lives, signaling the value and validity of research that is both artistic and scientific.
Updated: Mar. 18, 2009
This article reports findings from a study focused on the emotional dimension of the practicum for school-based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post-structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames.
Updated: Feb. 17, 2009
The purpose of this study was to explore the relationship among a broader range of emotions (anger, anxiety, happiness, and sadness) and the acquisition of nine computer related skills.Pre- and post-surveys were given to 184 preservice education students (123 females, 61 males) enrolled in 8 month, integrated laptop program.Happiness was expressed most of the time – anxiety, anger, and sadness were reported sometimes. Anxiety and anger levels decreased significantly, while computer knowledge increased. Happiness and anxiety were the only emotions significantly related to change in computer knowledge.
Updated: Dec. 07, 2008
The article explores emotional writing in a primary teacher writing program. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education program in the Republic of Ireland. Analysis of journal responses indicated how student teachers shaped and reshaped their emergent identities through discourse, memory, emotions, and personal biography and along a values-action continuum.
Updated: Nov. 26, 2008
This paper explores the concept of empathetic validity, that is, the potential of practitioner research in its processes and outcomes to transform the emotional dispositions of people towards each other, such that greater empathy and regard are created. The paper argues that practitioner research that is high in empathetic validity contributes to positive human relationships and, as such, is an important form of research in an age of increasing violence as well as stress and tension in the workplace.
Updated: Oct. 05, 2008
The desirable aspect of anger in education is discussed in this article. The author focuses on the argument that emotions, particularly anger in the political sense, are central to the exercise of power relations in the classroom. The author describes conditions that generate angry feelings and the transformative possibilities the feelings create.
Updated: Feb. 26, 2008