Search results for: Emotions
Page 4/5 47 items
This article draws on the methods of philosophical analysis to provide a competing account of listening. This account distinguishes between two types of listening: a cognitive type and a non-cognitive type. By considering a number of familiar classroom incidents, the author shows that both kinds of listening have important roles in teaching and learning. The author concludes that the empathic type of listening cannot be taught directly, but that teachers can provide three kinds of helps indirectly to foster its growth in learners.
Updated: Nov. 23, 2010
Cultivating Racial Literacy in White, Segregated Settings: Emotions as Site of Ethical Engagement and Inquiry
Drawing on writing from a first-year composition class, this paper examines how White students approach racial literacy in a segregated, rural college setting in the United States. The author argues for the importance of understanding how emotions inform and propel students' responses to what the author believes needs to be understood as the ethical challenge of racial literacy. The author concludes that we should develop a critical vocabulary for analyzing emotions in our classrooms and that we need to develop new strategies for addressing the embodied nature of emotion and belief.
Updated: Nov. 23, 2010
Masks as Self-study. Challenging and Sustaining Teachers’ Personal and Professional Personae in Early–mid Career Life Phases
The article illuminates three early–mid career teachers’ self-study inquiries, focusing on mask work. Through mask inquiries, the teachers constructed, deconstructed and disclosed to themselves narratives of personal/professional identity. Subsequent improvisation with their masks is shown to engage teachers emotionally with tensions and dissonances within and between their various personae and personal, professional and political contexts at each of their respective career life phases.
Updated: Oct. 17, 2010
In this conceptual article, the author considers two apparently contradictory dynamics in learning. First, the Winnicottian notion of the split-off intellect, in which individual subjectivity is skewed toward thinking and away from affect. Second, an inversion of the first notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty.The author uses narratives from several contexts in her own educational history – a student-teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator-to discuss these two notions.
Updated: Oct. 12, 2010
This presentation aims at giving an overview of the state of the art, developing a general framework for theory and research, and outlining crucial topics for future theory and research. The presentation focuses on the influence of emotions on learning. First, theories about the impact of emotions on learning are introduced. Second, the importance of these theories for school learning are discussed. Third, empirical evidence resulting from school-based research about the role of emotions for learning is presented.
Updated: Jun. 29, 2010
This self-study explored the role of emotions in teacher education classrooms, with particular attention to the connections between faculty, student, and institutional cultures. The authors come from diverse backgrounds of race, ethnicity, religion and sexual orientation, while their students are largely White, female, Christian and heterosexual. Findings illuminate the struggles experienced by faculty when cultural differences impede their relationships with their students and their institution. Colleges of education must recognize these challenges and address institutional and cultural barriers.
Updated: Jun. 22, 2010
This paper focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. An intervention with a cohort of prospective teachers is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics.
Updated: Jan. 12, 2010
The Hierarchy of Strengths: Their Relationships with Subjective Well-Being among Chinese Teachers in Hong Kong
This study investigated the hierarchy of strengths in a sample of 228 Chinese prospective and in-service teachers in Hong Kong. Teachers who reported greater life satisfaction, experiencing more positive and less negative emotions tended to be those with higher levels of emotional strengths and strengths of hope and zest.
Updated: Dec. 09, 2009
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