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1.
In teacher identity research, limited attention has been paid to how pre-service teachers constructed their identities by negotiating with different emotions in their practice. To fill this gap, the present study, drawing upon the approach of narrative inquiry, explores how a student-teacher – Ming – negotiated and navigated conflicting emotions in the process of becoming a teacher. The findings show that while Ming experienced some negative feelings in his work, which challenged his self-belief as a teacher, the positive emotions derived from his students’ progress and recognition contributed to his teacher identity. However, due to the constraints imposed by his mentor and the school context, his negative emotions gradually escalated, posing severe impediments to his teacher identity. The emotional flux and identity change of the student-teacher can be attributed to his professional learning in the structural and cultural working conditions with hidden ‘emotional rules’ embedded in the practicum school. This paper argues for the inclusion of teacher emotions as an indispensable part of pre-service teacher education. 相似文献
2.
Helen Kwah Catherine Milne Tzuchi Tsai Ricki Goldman Jan L. Plass 《Cultural Studies of Science Education》2016,11(3):713-740
This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins’ (Interaction ritual chains, Princeton University Press, Princeton, 2004) sociology of emotions framework, our analysis of field notes and video data reveal how the original intended curriculum hindered the generation of positive emotions, mutual foci of attention, and feelings of group solidarity—factors important in the generation of successful group interactions. In response to teacher and student expressed emotions, we took these factors as a guide for redesigning the program curriculum and implementation in order to foster a more positive emotional climate and redirect students’ positive emotions toward engagement in learning goals. This study’s implications point to the possibilities for designing curricula and program implementations to engender more emotionally responsive environments for STEM learning. 相似文献
3.
AbstractThe flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model. 相似文献
4.
To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher–student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.
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| Debra K. MeyerEmail: |
5.
After attending a summer institute on gifted education, teachers reported they changed their beliefs about gifted learners. This article traces the nature and course of the changes these teachers made in their classrooms over a two year period. Factors that supported and impeded change are considered. These include student success, personal challenge and increasing self confidence. Obstacles are feelings of isolation, school bureaucracy, large class sizes, fear and lack of time. 相似文献
6.
Victoria B. Costa 《International Journal of Science Education》2013,35(9):1005-1023
This study focuses on the relationships between meanings of science constructed in classrooms and sociocultural precepts of the wider society. Research presented is part of a larger study of the negotiation of knowledge and roles in high school science classrooms. The data presented document that what goes on in classrooms reflects and recreates societal attitudes towards work, in general, and teachers’ work, in particular. The teacher in this study reduces his demands for academic work in return for students’ cooperation and as a means of coping with negative aspects of teaching. Students, in turn, are not concerned about the specific subject matter of chemistry. What matters to them are the academic credentials that lead to success in the college and employment arenas. As a result, teacher and students construct school chemistry to be what you‐get‐through‐as‐you‐get‐along. The interdependence of the roles and actions of teachers and students suggests changes in policy and practice. 相似文献
7.
The perspective of situated learning offers a theoretical framework for understanding the dialectical relations between the social and the individual dimensions of classroom microculture. The purpose of this article is to show how sociomathematical norms constructed during whole-class discussions provide a reference for the elaboration of mathematical practices and for the interactive regulation of learning. Qualitative data regarding the transition from additive to multiplicative problem solving were collected in two third-grade classrooms during an entire school year. The sociomathematical norms constructed in the two classrooms were identified and compared. An in-depth analysis focusing on two interactive episodes in one classroom showed the forms of regulation of learning that emerged in relation to the norm of “effectiveness”. Both episodes demonstrated how the processes of regulation resulting from teacher–student interactions incorporated and orchestrated regulations resulting from peer interactions and thereby contributed to the progression of the students’ problem-solving procedures. 相似文献
8.
Barbara B. Levin 《Teaching Education》2013,24(2):203-218
The present paper describes how preservice teachers constructed dilemma-based cases as part of a reflective and inquiry-oriented teacher education program. Twelve elementary education majors wrote dilemma-based cases based on critical incidents experienced during their field placements in Professional Development Schools. Examination of these data reveals that writing cases allowed these teacher candidates to resolve dilemmas they experienced during their internships, which influenced their perceptions of their roles and relationships in elementary classrooms. The process of writing cases also helped these prospective teachers to work through their feelings about these incidents and to understand the value of reflection. Content analyses of these data revealed that all of the cases centered around two typical novice teachers' concerns: (a) the preservice teacher's relationship with their cooperating teachers and students, or (b) classroom management concerns. None of the cases revolved around content or curriculum issues . 相似文献
9.
AbstractIn this article, we share a model of flipped instruction that allowed us to gain a window into our students’ mathematical thinking. We depict how that increased awareness of student thinking shaped our mathematics instruction in productive ways. Drawing on our experiences with students in our own classrooms, we show how flipped instruction can be used to design experiences that help students make sense of mathematics during class sessions. 相似文献
10.
Mixed feelings happen in and outside of the classroom; yet prior research has focused on discrete emotions, essentially ignoring the interaction between emotions. We extend prior person-centered studies of achievement emotions by placing emotions within the Control-Value Theory framework to examine how patterns of emotions mediate the relation between motivation and achievement. We found four profiles of emotion in both fourth (n = 5228) and fifth graders (n = 5299)—two positive profiles, a negative profile, and a mixed emotions profile where frustrated and challenged were the primary emotions. All profiles mediated the relationship between math expectancy and achievement. However, only three of the four emotion profiles mediated the relation between math value and achievement. 相似文献
11.
Affective factors such as the achievement emotions are considered critical for students’ academic performance in STEM degree programmes and careers. In this study, a reciprocal causation model was tested between two affective factors: enjoyment and anxiety, and organic chemistry course performance. Each variable was measured three times in four sections of a first semester organic chemistry course. This study investigates a reciprocal causation relationship between anxiety, enjoyment and achievement as measured by exam performance compared to unidirectional structures of performance and affect relationships. Results show that the reciprocal causation model with an exam snowballing effect best fits data among the alternative models. There is a small and significant negative relationship between anxiety and performance contrasted with a positive relationship between enjoyment and performance throughout the semester. The evidence of the reciprocal relationship between anxiety, enjoyment and achievement indicates that instructors of organic chemistry can work to eliminate factors associated with low performance. Gathering information regarding anxiety and enjoyment along with performance can inform educators about the emotional state of their classrooms. Future research should consider achievement emotions in light of educational reforms to ensure that innovative curricula or pedagogies are functioning in the classroom as intended. 相似文献
12.
Adopting a critical literacy perspective in teaching is about how experiences, social contexts, languages, learning and power relations interact in language development. In this article, we explore how students’ critical literacies are enhanced and hindered by emotional power relations in the classroom. We investigate what happens when emotionally charged texts – here texts about wolves in Sweden – are used in lower secondary schools. Drawing on two examples we illustrate different ways of enhancing students’ critical approach to the argumentative text type. The article highlights the affective aspects of teaching, and thus the unforeseeable aspects of classroom interaction. Emotionally, the wolf issue became very different objects for the persons occupying the classrooms. It invoked, e.g. homosocial relations, racist accounts and nationalistic outbursts. The article stresses the significance of teacher intervention but argues that to facilitate critical literacy in emotionally charged classrooms, the circulation of emotions, including teachers’ emotions must be brought to light. 相似文献
13.
As a multi-disciplinary team of teacher educators (in English Language Arts, English as a Second Language/Foreign Language, science, and social studies), we consider how secondary pre-service teachers (PSTs) perceive content-area literacy integration through practitioner-research study of how PSTs constructed Quad Text Sets (QTS). Results indicated that PSTs envisioned QTS as a means to teach content-specific background knowledge, and to a lesser extent content-specific literacy and general literacy. Despite positive perceptions of QTS, some PSTs, particularly science PSTS, struggled to recognize literacy’s role in content-area classrooms. We explore how teacher educators can help PSTs incorporate literacy strategies into secondary classrooms. 相似文献
14.
先秦儒家有孟子主张"存心养性",又有荀子主张"文礼养情"。此后,养性与养情的对立贯彻于整个儒学史,甚至在现代新儒家与李泽厚先生的分歧当中仍然有所表现。以往"性其情"与"文其情"之间的分歧显得不可调和,长期表现为孟子养性说胜于荀子养情说。在现代道德情感教育背景下,此二者有可能以性善论为前提融合并用,或将有助于道德教育取得实效。 相似文献
15.
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
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17.
《The Journal of educational research》2012,105(2):131-142
ABSTRACT The authors attempted to examine how Taiwanese junior high school students’ perfectionistic tendencies and implicit theories of intelligence were related to their academic emotions and approach versus avoidance self-regulation, and to determine differences in contingent self-worth, emotions, and self-regulation among students with different subtypes of perfectionism. A total of 481 8th-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, implicit theories of intelligence, academic emotions, behavioral self-regulation, and use of self-handicapping strategies. Results suggested that adaptive perfectionism enabled adolescents to experience positive emotions and to engage in behavioral self-regulation, whereas maladaptive perfectionism was positively associated with negative emotions and self-handicapping. In addition, the incremental theory of intelligence predicted positive affect and constructive coping. By contrast, the entity theory was positively correlated with negative emotions and self-handicapping. The authors also documented profiles of students with different perfectionistic tendencies. Findings showed that in general adaptive perfectionists displayed the healthiest emotions and self-regulatory styles. Implications for education and further research are discussed. 相似文献
18.
This study, which is based on a longer report by Willms and Somers (2000), employs hierarchical linear regression models to examine the relationships between 3 schooling outcomes (language and mathematics achievement, and time to complete primary schooling) and family background, as well as various school policies and practices. The analyses employ data from the Primer Estudio Internacional Comparativo (PEIC ; UNESCO, 1998), which includes data for 13 Latin American countries, with samples of approximately 100 schools in each country, and 40 grades 3 and 4 pupils sampled in each school. The study finds that the relationship between schooling outcomes and family background varies among countries. The most successful country, Cuba, has uniformly effective schools, and relatively small inequities along social class lines and between the sexes. Across all countries, the most effective schools tend to be those with: high levels of school resources; classrooms which are not multigrade, and where students are not grouped by ability; classrooms where children are tested frequently; classrooms and schools with a high level of parental involvement; and classrooms that have a positive classroom climate, especially with respect to classroom discipline. The article concludes with a discussion about how we might improve capability to monitor school performance in low-income countries. 相似文献
19.
Prof. Dr. J?rg Zirfas 《Zeitschrift für Erziehungswissenschaft》2011,14(2):223-240
Against the background of a poorly discussed pedagogy of happiness the article aims at three objectives: First, some important aspects of the philosophical and pedagogical discourse of happiness are reconstructed and discussed in a systematic view. In doing so two different feelings of happiness will be distinguished ideally, the happiness of contemplative thought and the drive or lust-related feeling of desire. Second, a typology is designed to classify various forms of emotional hedonistic happiness in education: fun and joy, flow, satisfaction, harmony and well-being. Within these dimensions a further distinction is implicitly drawn between a present emotion, as in fun and flow, and a prevailing mood of happiness (in daily life), as in joy or well-being. In addition it will be distinguished between current feelings and emotional dispositions; emotional dispositions??such as well-being or the attitude of happiness??will be seen as the essential anthropological background for active feelings. Thirdly, the article shows how feelings of happiness can be pedagogically connected to the educational promise of happiness in modern times. Feelings of Happiness can be regarded as indicators of what is important to people in their lives, because they provide perspectives and values of a fulfilled life. In a pedagogical perspective it is important to consider emotions of happiness as resources and to make use of them without being able to ultimately dispose of them. Following the pursuit of happiness, pedagogy as a science of biography pursues an holistic claim. Insofar pedagogy gains a never-ending task. 相似文献
20.
Sara G. Crocker 《Technology, Pedagogy and Education》2019,28(1):37-52
The saturation of technology in learning environments can create feelings of apprehension in students who are not technologically savvy, especially for community college students who may meet basic expectations for technology use. Despite the infusion of communication technology into higher education, the effects of incorporating this technology in community college classrooms, particularly developmental education courses, remain to be thoroughly studied. Developmental education students enrolled at a multi-campus community college in the southeast of the United States completed a survey containing measures of technology apprehension and achievement emotions. Positive associations among students’ technology apprehension and negative achievement emotions were detected. No significant associations were detected between technology apprehension and the positive achievement emotions of enjoyment, hope and pride. This implies that technology may not play as significant a role in course satisfaction as popular opinion might assume. Data from open-ended questions offered insight into the ways developmental education students view technology and the challenges they face when using technology in their academic pursuits, including concerns related to technology access (i.e. the digital divide). Community college students expect technology in the classroom; however, more research is needed to determine exactly how much and what kind of technology they expect in a specific learning setting. 相似文献