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21.
Stephen M. Ritchie Gillian Kidman Tanya Vaughan 《Cultural Studies of Science Education》2007,2(1):225-242
Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher
educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers
to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts
and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry
of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories
of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists
to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might
impact on her identities as a scientist–teacher in transition. We highlight self-identified contradictions and treat these
as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist–teachers
are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists
to share their stories and for these stories to be retold for different audiences.
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| Tanya VaughanEmail: |
22.
《Sport Management Review》2019,22(3):348-362
The author explored spectators’ emotional reactions manifested on social media. By using Twitter search application programming interface, 328,000 real-time tweets posted by fans of the Panthers and the Broncos during the Super Bowl 50 game were collected. The lexicon-based text mining approach (a big data analysis in social media analytics) was employed to classify tweets into five different emotions. The findings indicated that spectators expressed positive emotions when their team scored; conversely, they expressed negative emotions when the opposite team scored. Interestingly, spectators became habituated with each subsequent score from either of their preferred teams, which resulted in fewer expressions of emotions. However, when a team scored soon after the opposite team scored, fans expressed a surge of positive or negative emotions, accordingly. The results supported both the theories of affective disposition and opponent-process. Spectators’ simultaneous experience of positive and negative emotions may contribute to fans’ satisfaction, continued patronage, and mental health. 相似文献
23.
在体育运动及竞赛中,运动员能否充分发挥其正常水平,受诸多因素的影响。作者结合多年的实践经验,运用生理学和心理学的理论,阐述了武术运动员赛前运动员的情绪特征,并针对性地介绍了几种调节情绪的手段和方法。 相似文献
24.
Elin Eriksen Ødegaard 《Early Years: An International Journal of Research and Development》2006,26(1):79-92
To elaborate narratives, toddlers are dependent on adult co‐construction. Both children and teachers make meaning and learn together. This article examines what themes toddlers introduce in mealtime conversations in preschool. The object of analysis is 39 toddler‐initiated co‐narratives constructed by toddlers and teachers in 15 videotaped meals during a case study in Norway in 2003/2004. (In Norway children from one to six years old attend preschool.) The results unfold variations of co‐narratives about important life themes. Emotions not only influenced what was said and how it was said, they also constituted issues in children's lives. The stories were about anger, fear, loss and desire. The utterances and voices in the co‐narrations bear a polyphony of cultural meaning. 相似文献
25.
As a consequence of international educational studies like TIMSS and PISA, quality of instruction has become a central topic in the discussion between educators, researchers, and policymakers. Teacher competencies are preconditions for instructional quality.This study focuses on the impact of perceived teacher competencies on student well-being and anxiety in physics instruction. Student emotions are one important aspect of the educational process and supposed preconditions of sustainable learning processes. In the study, we combine both qualitative and quantitative methods using questionnaires and semi-structured interviews. In total, 431 students from 16 classes participated in this study: 24 students and eight physics teachers were participants of the qualitative study. Each teacher taught two classes, and therefore a comparison of the ratings of each teacher by students of two different classes was possible.The results of our study confirm the assumption that perceived teacher competencies have an impact on student emotions. Analysis of the qualitative data supports the quantitative results and demonstrates the importance of teacher competencies for student emotions. By comparing qualitative and quantitative results, we demonstrate the advantages and disadvantages of each method. Consequently, we suggest a combination of qualitative and quantitative methods. 相似文献
26.
Affective pedagogical agent (PA) is an image of a character embedded in multimedia lessons with the ability to influence learners' affective experiences and learning performance. Prior studies on the effects of affective PA have shown inconsistent findings. In this study, we conducted four separate meta-analyses to address whether adding an affective PA to multimedia lessons can increase learners' retention performance, transfer performance, positive emotions, and intrinsic motivation, and to explore several moderators that may have contributed to the inconsistencies of previous studies. The research framework mainly includes introducing the concept of affective PA, reviewing research on the impact of affective PA on learning performance, emotions, and motivation, analyzing the moderators that may affect the effects of affective PA, performing a meta-analysis, and discussing the results based on the findings of the meta-analysis. We found 36 articles met the inclusion criteria. The results of the meta-analysis indicated that affective PA could increase learners’ positive emotions (k = 25, g = 0.26), improve intrinsic motivation (k = 26, g = 0.26), and facilitate learning performance (retention: k = 35, g = 0.26; transfer: k = 45, g = 0.34). Furthermore, moderator analysis found that affective PA characteristics (i.e., appearance, the number of emotional cues, and body movement) and learning materials characteristics (i.e., subject domain, pacing of presentation) moderated the effects of affective PA. We discussed these findings from different theoretical perspectives. In general, affective PA could help students be happier and more motivated to learn in multimedia learning environments. 相似文献
27.
Transition to Higher Education (HE) is a significant life event and it is supposed to be a very agreeable experience to students. However, such impact is not linear, being mediated by students' psychosocial variables and by their own perceptions concerning the HE environment. Transition to HE encompasses many tasks to cope with changes: dealing with new kinds of responsibilities and managing emotions. A wide variety of emotions take place in the HE transition, either of a positive or negative nature, such as joy of enrolment success and fears of social rejection. This research focused on the transition to HE, approaching freshmen's personal and developmental variables. Results confirm that the impact of transition has a mostly emotional nature and that related concerns differ according to students' gender and socio-cultural background. With greater joy or greater anxiety, HE transition may be perceived as a stage of a long process towards adulthood. 相似文献
28.
王振平 《阜阳师范学院学报(社会科学版)》2001,(3):23-24
柳宗元被贬永州时写了不少游记,《永州八记》尤为著名。这些文章不仅用清新秀美的文笔描绘了自然山水的种种形态,而且寄寓了自己政治上遭受迫害的愤激,透露出作者寂寞孤愤高怀傲物的感情色彩。人们从“永州八记”中或隐或现地可以看到作者的遭遇与凄凉心境,也可领略柳宗元游记散文的独特风格。 相似文献
29.
Based on narrative-biographical work with teachers, the author argues that teachers’ emotions have to be understood in relation to the vulnerability that constitutes a structural condition of the teaching job. Closely linked to this condition is the central role played by teachers’ “self-understanding”—their dynamic sense of identity—in teachers’ actions and their dealing with, for example, the challenges posed by reform agendas. The (emotional) impact of those agendas is mediated by the professional context, that encompasses dimensions of time (age, generation, biography) and of space (the structural and cultural working conditions). Finally, it is argued that the professional and meaningful interactions of teachers with their professional context contains a fundamental political dimension. Emotions reflect the fact that deeply held beliefs on good education are part of teachers’ self-understanding. Reform agendas that impose different normative beliefs may not only trigger intense feelings, but also elicit micropolitical actions of resistance or proactive attempts to influence and change one's working conditions. 相似文献
30.