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1.
Cassie Quigley 《Cultural Studies of Science Education》2016,11(3):817-822
This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints. 相似文献
2.
Suzanne Mackenzie 《International Journal of Inclusive Education》2013,17(10):1067-1082
This article presents an analysis of data collected – by semi-structured interviews and focus groups – from staff working with children with special educational needs (SEN) in England. The analysis highlighted the role of strong emotions, and how participants (unsurprisingly) experienced these differently, largely according to their position in their careers. Teachers’ emotion work and emotional labour in their day-to-day roles were common and powerful themes within the respondents’ experiences. The article identifies the significance of the study for the particular emotional qualities needed to work with children with SEN. The impact of daily demands upon staff is demonstrated, and the article goes on to reflect on the limitations of research on emotions in education. It concludes by examining the emotional characteristics that appear to be essential for a career in SEN and notes the powerful affective demands on those who work in this area. 相似文献
3.
Sam Shields 《Teaching in Higher Education》2013,18(6):614-624
This paper explores the emotional responses that assignment feedback can provoke in first-year undergraduates. The literature on the link between emotions and learning is well established, but surprisingly research on the relationship between emotions and feedback is still relatively scarce. This article aims to make an additional contribution to this emerging field. Semi-structured interviews with 24 first-year undergraduate students from the Humanities and Social Sciences department in a post-1992 institution were conducted. The interview narratives identified how the emotional impact of feedback was related to: prior experiences of education, the significance participants attached to the feedback received on their first assignment and how their interpretations of feedback comments were linked to beliefs about themselves as learners. The implications of these experiences on student ‘belonging’ and learning are discussed. The underlying themes that emerged from the findings are the polarised emotions of anxiety and confidence. Based on the findings, the paper concludes by making recommendations for reconceptualising feedback on first-year assignments. It suggests that a holistic assessment approach, which incorporates timely feedback indicating if students are ‘on the right lines’ with low-stakes assignments, is a practice that may both reduce anxiety and increase confidence to support students. 相似文献
4.
Neil Cowie 《Teaching and Teacher Education》2011,27(1):235-242
This study examines what contribution emotions make to the professional lives of experienced EFL teachers. Interviews with EFL teachers working in Tokyo universities revealed that the teachers had very positive feelings of emotional warmth regarding students, which they expressed through their identity as carers and moral guides. On the other hand, the teachers expressed their relationships with colleagues and institutions in much more negative emotional terms. Two implications for teacher development are suggested: the need for teachers to talk collaboratively about the emotional impact of teaching, and the need to discuss what the moral purpose of EFL teaching is. 相似文献
5.
Allan B. De Guzman Les Paul Valdez Careen P. Henson Romnick E. Gumba Frank Von Fradejas 《Educational gerontology》2020,46(4):235-245
ABSTRACTEmotional geography defines how emotions affect the interaction of individuals within their setting. Considering that prison has been described as a place saturated with negative emotions, previous studies have only dwelt on the negative impact of incarceration on the emotional well-being and interactions of the inmates. However, no attempt has been made that dilates on how emotional geography facilitates the establishment of good relationships inside the penal institution, hence this investigation. The overall intent of this investigation is to describe the process of emotional geography among a select group of incarcerated Filipino elderly. This study utilized the qualitative, grounded theory design. A purposive sample of 25 incarcerated Filipino elderly from the New Bilibid Prison in Muntinlupa City, Philippines participated in this study. Interestingly, this study afforded the development of de Guzman, Henson, Gumba, Fradejas, and Valdez Shoelace Model of Emotional Geography which describes how the incarcerated Filipino elderly’s emotions affect their interactions in achieving positive relationships with other inmates while inside the penal institution. This emerged model is comprised of three phases, namely: isolating (embracing a wall of mistrust), integrating (making connections through shared stories), and intertwining (strengthening the bonds thru emotional understanding). The emerged theoretical model has successfully described the process of emotional geography, which can be utilized by gerontological workers, nurses and other health professionals in addressing and accommodating the social and custodial needs of this vulnerable group. 相似文献
6.
柯克《音乐语言》于20世纪50年代在英国出版,时值西方音乐学术界崇尚形式主义的时期,自律论占据绝对的主流地位,体现了一种冲破形式主义牢笼,捍卫音乐情感理论的反潮流精神。文章以音乐能否作为语言表达情感,音乐怎样作为一种语言发挥作用,如何确定音乐词汇中的基本术语,以及音乐表现各种情感的途径等,对柯克《音乐语言》的研究过程与思路,结合音乐作品的例证,作了音乐语言与情感表现的探讨与分析。 相似文献
7.
Mary‐Liz Trant 《Irish Educational Studies》2013,32(1):19-32
This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how critical emotional praxis may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often appropriated by social and political institutions, including schools, to justify particular collective narratives and ideologies. The prospects of critical emotional praxis are explored through two vignettes from an on-going ethnographic research in Cyprus, a country of protracted ethnic conflict. The first vignette focuses on how emotions of trauma are politically appropriated in a classroom while the second shows how one teacher manages to enact critical emotional praxis with her students to undermine the political appropriation of emotions of trauma. The paper concludes with a discussion of the pedagogical implications and recommendations for future research. 相似文献
8.
Gerda Hagenauer Michaela Gläser-Zikuda Barbara Moschner 《Journal of Further & Higher Education》2018,42(6):808-826
Based on self-determination theory, this study seeks to explore whether a study environment that provides relevant conditions for students’ basic psychological need-satisfaction can lead to more positive and less negative emotional experiences. It also addresses the question of how emotions experienced in the university context are related to students’ overall life-satisfaction and study commitment. German students in teacher education programmes (N = 792) participated in the study by completing questionnaires. The results (estimated by path-modelling) reveal that students’ emotions can be predicted by a variety of environmental conditions associated with different basic psychological needs. Altogether, the model is able to explain 28.5% of the variance in positive emotions and 39.6% in negative emotions. The strongest predictor of students’ positive and negative emotions was the perceived relevance of the study material, a factor related to the need for autonomy. This perceived relevance also had a direct impact on study commitment. Furthermore, positive relationships with peers proved to be of importance for positive and negative emotions as well as for overall life-satisfaction. As expected, emotions at university predicted life-satisfaction and study commitment, with a particularly strong association between positive emotions and study commitment. The results point to the necessity to support study conditions that facilitate the fulfilment of students’ basic psychological needs in order to ensure students’ emotional well-being and enhance study commitment. 相似文献
9.
This study examined low-income African American and European American preschoolers' socioemotional causal attributions. Forty-seven Young (M = 48 months) and Old (M = 62 months) preschoolers were asked to justify a puppet's current emotion and to talk about their past emotional experiences. Responses were coded for Causal Theme and Clarity. Old preschoolers were twice as likely to attribute interpersonal themes, and Young preschoolers were 4 times more likely to generate causal themes that were uncodeable. In terms of clarity, children provided clearer responses for anger and fear than they did for happiness. Old preschoolers' explanations for emotions were clearer than young preschoolers' and young African Americans', who had the most difficulty explaining emotions. Results indicate that younger preschoolers, particularly young African Americans, may need help articulating emotions. Suggestions for how adults can scaffold preschoolers' emotional reasoning are discussed. 相似文献
10.
《Early education and development》2013,24(2):199-214
This study examined low-income African American and European American preschoolers' socioemotional causal attributions. Forty-seven Young (M = 48 months) and Old (M = 62 months) preschoolers were asked to justify a puppet's current emotion and to talk about their past emotional experiences. Responses were coded for Causal Theme and Clarity. Old preschoolers were twice as likely to attribute interpersonal themes, and Young preschoolers were 4 times more likely to generate causal themes that were uncodeable. In terms of clarity, children provided clearer responses for anger and fear than they did for happiness. Old preschoolers' explanations for emotions were clearer than young preschoolers' and young African Americans', who had the most difficulty explaining emotions. Results indicate that younger preschoolers, particularly young African Americans, may need help articulating emotions. Suggestions for how adults can scaffold preschoolers' emotional reasoning are discussed. 相似文献
11.
The present study investigated the influence of experimentally induced emotions (positive, neutral, negative) on learning with multimedia instruction with N = 75 university students. In order to provide sound explanations about how emotional state might impact learning, measures of motivation, cognitive load, and attentional processes (eye tracking) were integrated. Results showed that while emotions did not influence retention, emotions did influence outcomes of the comprehension and transfer test. Specifically, a facilitating effect of an induced negative emotional state on learning outcomes was observed, which could be attributed to a more focused and detailed information processing. In contrast, an induced positive emotional state had a suppressing effect on learning outcomes since learners were distracted from the learning materials by their emotions. Motivational measures were not influenced by learners' different emotional states, but overall, controlled motivation increased and autonomous motivation decreased during learning. In sum, the learners' emotional state should be considered in learning research as an important predictor for learning success. 相似文献
12.
Maria Ruohotie-Lyhty Aino Korppi Josephine Moate 《Scandinavian Journal of Educational Research》2018,62(2):272-286
Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers’ emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation. 相似文献
13.
Michalinos Zembylas 《Teaching Education》2013,24(1):84-96
This paper discusses the role of emotions in mobilizing implicit activisms – that is, small-scale, personal, and modest activisms – in schools. For this purpose, the discussion evokes the notion of critical emotional reflexivity to illuminate how creating spaces for critical reflection on emotions may contribute to making implicit activisms more visible, plausible, and perhaps sustainable in schools. Although an empirical example is used to show how critical emotional reflexivity can instigate implicit activisms in schools, this paper is meant as a conceptual, rather than empirical, contribution. In particular, it is argued that critical emotional reflexivity can serve both as a pedagogical approach and space that provide opportunities for teachers and students to engage in modest acts, words, and gestures toward social justice. Therefore, it is suggested that it is valuable to pay more attention to how critical emotional reflexivity may contribute to the initiation and sustainability of implicit activisms in schools. 相似文献
14.
An important challenge in higher education today is the growing tutor–student ratio that diminishes the ‘human touch’. As learning and teaching ultimately form an interpersonal process, this will lead to student discontent and impact on their learning. Whilst there is little that teaching practitioners can do in terms of the growing student numbers they have to tutor, they may however influence student learning by enhancing their positive emotions. This study examines the importance of emotions in improving cognitive skills and how they interact with knowledge and reflection. This research contributes to theory by examining the role of emotions as a moderating factor in the learning process. Our findings reveal that emotions moderate the direct relationship between knowledge and cognitive skills, and the indirect relationship between knowledge and cognitive skills via reflection. The findings demonstrate the critical role that emotions play in student learning. Implications for theory and practice are discussed. 相似文献
15.
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers 总被引：4，自引：0，他引：4
Mei-Lin Chang 《Educational Psychology Review》2009,21(3):193-218
K-12 teaching is a profession characterized by high levels of burnout and emotional exhaustion. Teacher burnout has been widely reviewed and studied; however, only limited literature examines the emotional aspects of teachers’ lives and its connection with teacher burnout. The purpose of this article is to review the literature on teacher burnout and teachers’ emotions and to examine the role of teachers' appraisal of their emotional exhaustion. Through reviewing the literature on teacher burnout and emotions, I argue that the habitual patterns in teachers’ judgments about student behavior and other teaching tasks may contribute significantly to teachers’ repeated experience of unpleasant emotions and those emotions may eventually lead to burnout. In order to ease teacher burnout, I argue that more studies on the antecedent appraisals that teachers make are necessary to help teachers better understand how their emotions were triggered and then learn how to regulate those emotions. 相似文献
16.
Children enter the world with simple emotions and gradually add complex feelings to their repertoire of skills. As children
grow and develop, they learn to label their emotions and regulate them in socially appropriate ways. Literature is one way
early childhood educators can foster healthy emotional development. This article explains how emotions develop during the
preschool years (3–5), shares why it is important for early childhood educators to understand the connection between emotional
and literacy development, and suggests books and strategies that can be used to enhance young children’s emotional and literate
lives. 相似文献
17.
Elizabeth Hufnagel 《International Journal of Science Education》2013,35(16):1957-1979
ABSTRACTResearch on emotions illustrates a range of emotions that students and teachers experience, both individually and as a collective, in science learning settings. However, not as much attention has been given to how opportunities for emotional expressions are framed. Since emotions and their expressions are embedded in the discourse in which they are constructed, this research sought to describe the ways in which expectations for emotional expressions were constructed during an ecology course for education undergraduates. Utilising sociolinguistics, emotional expressions were examined across and within forms of discourse (discourse events, written artifacts) to make salient how cues informed the number of emotions expressed. Data sources were ethnographic field notes, video recordings, and written artifacts from an entire semester of the course. The specific features of the emotional frames in discourse events and on written artifacts are presented. Contrast points are utilised to showcase the ways different emotional frames were constituted by the members of the course under different conditions and across discourse forms. Implications for considering how to support learners’ emotional expressions within a science classroom are discussed. 相似文献
18.
19.
Humans are inherently emotional creatures due to our social nature, and emotions are able to influence how well we learn and even affect academic outcomes. Emotions are rarely a chief concern in educational settings, and we will discuss the mechanisms underlying how emotions are processed in the brain and how they influence the key aspects of learning—attention, memory, and motivation. The brain mechanisms of emotional and cognitive relationships are then detailed in order to provide some context within the modern developments of neuroscience. This will help to clarify the relationship between emotions and cognition, and hope to put forward a theoretical map based on neuroscience that helps us to better understand the pivotal role of emotions in students' cognitive activities and ultimately their performance. Various strategies, based on research findings, aimed at creating more positive learning environments are then put forward. 相似文献
20.
This special issue of Learning and Instruction examines the role of emotions in academic learning, with a special focus on emotions in computer-supported academic learning (or e-learning). Three central research challenges concerning emotion in e-learning are: identification (e.g., what are the key emotions in e-learning?), measurement (e.g., how can we tell how strongly a learner is experiencing each key emotion during e-learning?), and explanation (e.g., what are the causes and consequences of the learner's emotional state during learning?). A useful goal of research on emotions in e-learning is to test an affective-cognitive model of e-learning with links among an e-learning episode, the learner's emotional reaction during learning, the learner's cognitive processing during learning, and the learning outcome. 相似文献