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Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers
The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers’ emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited negative emotions. The major expression patterns were identified as direct staging and the suppression of emotions. Teachers considered emotion expression in front of children as a skill, and their emotion regulation processes involved considering various purposes, appropriately using emotion expression, and ideal teacher images. The findings suggest that high-quality teachers effectively use emotional competence in teaching. 相似文献
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Anna Caroline Bernhardt Rika Yorozu Carolyn Medel-Añonuevo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(2):279-288
In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country research study undertaken by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the Department of Foreign Affairs, Trade and Development Canada (DFATD Canada; previously Canadian International Development Agency, CIDA), and on subsequent policy dialogue forums with policy makers, practitioners, researchers and youth representatives held in Africa, the Arab region and Asia. Built on this review of existing policies and their implementation, this note provides lessons for innovative practices and suggests six concrete ways to address the needs of vulnerable youth through literacy and life skills education. 相似文献
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Rika Nakamura 《Inter-Asia Cultural Studies》2019,20(4):630-638
ABSTRACTThis paper examines the significance of reading two Korean American novels which address the issue of Japanese military sexual slavery (known as the “comfort women” system) in the context of Japan: Nora Okja Keller’s Comfort Woman and Chang-rae Lee’s A Gesture Life. I will explore how this act can facilitate the understanding of the militarized sexual violence in the present social and discursive context of Japan, where the issue suffers from a strong backlash. Lee’s A Gesture Life with its critique of multiple militarized imperialisms challenges the Japanese revisionists’ effort to deny the egregious wrongs of Japan’s military sexual slavery; it also responds to popular criticism in Japan that Korean/Americans disregard the practices of Western imperial and military violence and only condemn Japanese war crimes. The paper in turn also reads Keller’s Comfort Woman through the frame of Joy Kogawa’s Obasan, a Japanese Canadian novel which remembers the internment and U.S. atomic bombing of Nagasaki. My aim here is to examine both the risks and possibilities which this reading can generate. While it can help us see the comparable acts of remembering war sufferings from the standpoint of diasporas, it can also erase the non-equivalence between the two histories. 相似文献
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Judith K. Bernhard Marie Louise Lefebvre Kenise Murphy Kilbride Gyda Chud Rika Lange 《Early education and development》1998,9(1):5-28
In order to study the nature of the relationships between early childhood educators and minority families, we interviewed child care teachers (N = 199) and supervisors (N = 77) in three Canadian cities of major immigrant influx. Views of minority families were elicited through 14 focus groups (total attendance, N = 108) in these cities. A coordinated analysis of data revealed four main findings as follows: 1) Although both minority parents and teachers agreed that minority parents were not involved enough in the child care setting, they disagreed about the reasons for the lack of involvement. 2) Minority parents and teachers tended to be unaware of their basic differences in ECE goals, particularly with respect to cognition, social skills, and respect for authority; they gave conflicting accounts of difficulties related to these goals. 3) Schools and minority parents appeared to have substantial differences over what constitutes proper child-rearing methods in the home. The practices of minority parents were often viewed by teachers as lax. 4) Based on teachers' and parents' reports, racial and discriminatory incidents, according to the various definitions of those involved, were not uncommon in child care centers; sometimes teachers were unaware of them. Subtle and unintended effects of racism were much more noticed by some parents than by many teachers. Some of these difficulties may be linked to an “expert model” of early childhood education; hence it is proposed that a collaborative approach is one avenue to better relations between teachers and minority parents. 相似文献
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Managing teaching and learning in South African schools 总被引：1，自引：0，他引：1
Tony Bush Rika Joubert Edith Kiggundu Jean van Rooyen 《International Journal of Educational Development》2010
This paper examines the significance of leadership and management in enhancing classroom practice and improving learner outcomes in two provinces of South Africa. It is increasingly recognised, internationally and in South Africa, that managing teaching and learning is one of the most important activities for principals and other school leaders. Managing teaching and learning is one of the core modules in South Africa's new national qualification for school principals. Drawing on case studies of eight schools, mostly in disadvantaged contexts, the paper shows that managing teaching and learning are often inadequate, and largely fails to compensate for the social and educational problems facing learners and their communities. 相似文献
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