Search results for: Psychological patterns
Page 1/1 7 items
Getting a Grip on the Classroom: From Psychological to Phenomenological Curriculum Development in Teacher Education Programs
Using a phenomenological lens, the authors argue that this approach to teacher education is flawed in two respects: (1) the intellectualist approach misses prepropositional forms of meaningful coping and dealing with an environment that define everyday teaching and (2) does not adequately describe what constitutes “excellence.” In conclusion, they suggest teacher education curricula shift from promoting teaching as critical self-reflection to promoting tactful coping.
Updated: May. 04, 2016
Understanding Emotions As Situated, Embodied, and Fissured: Thinking with Theory to Create an Analytical Tool
This article introduces a new analytical tool, a critical performative analysis of emotion (CPAE), that draws upon three theoretical perspectives: emotions as situated, as embodied, and as fissured. These three theoretical perspectives -i.e. critical sociocultural, narrative, and rhizomatic- allow researchers to think with theory.
Updated: Mar. 16, 2015
This article represents a tentative step toward understanding the social and psychological underpinnings of education reform in the United States during the last quarter century. This analytic essay uses a review of the literature, including psychoanalytic research on narcissism and narcissistic parenting as well as contemporary critical theory related to education reform, to examine arguments and policies evidenced in A Nation at Risk and No Child Left Behind.
Updated: Oct. 27, 2011
This article advances an interdisciplinary perspective on the factors influencing teacher quality, specifically defined as teachers’ practices and their interactions with students that can be shown to relate to student achievement. The article offers a view of teacher quality focused on teacher-child interactions that serve as explanatory mechanisms in predicting children’s achievement. Additionally, the article discusses two bodies of research from psychological science that illustrate the ways in which psychological principles and an overarching view of teachers as developing people may contribute to current debates about teacher quality.
Updated: Nov. 28, 2010
Cutting Your Losses: Could Best-Practice Pedagogy Involve Acknowledging that Even Robust Hope May Be Vain?
'Robust hope' was recently championed as fundamental to achieving educational utopias. Hope feels good and has utility in some circumstances. However, in other situations different motivations - positive (e.g. curiosity) or negative (e.g. frustration) - may offer greater pedagogical value. Robust hope may lead to: (1) failure; (2) an exacerbation of existing judgement biases; and (3) emotional reasoning. Hence, best-practice principles require that the net pedagogical impact of robust hope be assessed.
Updated: Oct. 21, 2009
Doth The Lady Protest Too Much? Pre-Service Teachers and The Experience of Dissonance As A Catalyst for Development
This article presents findings from an ethnographic study of 34 beginning pre-service teachers enrolled in a large U.S. teacher preparation program. Discussion focuses on participants' identity development as examined through the lens of the stories they learn and tell during and about their initial experiences of becoming teachers.
Updated: Apr. 01, 2009
Consonance and Dissonance in A Study Abroad Program as A Catalyst for Professional Development of Pre-Service Teachers
This research investigates the experiences of elementary and early childhood pre-service teachers from the U.S. engaged in a month long study abroad internship program in England. The authors use a hermeneutic approach to interrogate their evolving sense of professional development and their understanding of cultural differences in the internship in England.
Updated: Apr. 01, 2009