Revisiting the teachers' lounge: Reflections on emotional experience and teacher identity

Shapiro, Shawna

doi:10.1016/j.tate.2009.09.009

Cited by 140 publications

(124 citation statements)

References 14 publications

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“…Consequently, the idea of teaching and learning as an emotional practice in which cognitive and affective processes take part is fully accepted (Brígido, Couso, Gutiérrez & Mellado, 2013;Shapiro, 2010).…”

Section: Introductionmentioning

confidence: 99%

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Sánchez‐Martín

Alvarez-Gragera

Dávila-Acedo

et al. 2017

J. Technol. Sci. Educ.

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Gardner's Multiple Intelligences Theory (MIT) can be a cognitive and emotional improvement if is taken into account in the standard development of the Technology lessons. This work presents a preliminary evaluation of the performance enhancement in two concomitant aspects: contents acquisition and emotional yield. The study was made on up to 150 students with ages of 12-13 years old. The control group was submitted to traditional transmission-reception lessons, whereas the experimental one was submitted to novel educational techniques that included specific activities which took into account the different intelligences styles (IS) inside the classroom. The results clearly depicted that both studied variables underwent a statistical significant enhancement through the application of the MIT-based educational method.

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Section: Introductionmentioning

confidence: 99%

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Sánchez‐Martín

Alvarez-Gragera

Dávila-Acedo

et al. 2017

J. Technol. Sci. Educ.

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“…The threat of coming across as an incompetent teacher as described by D.H. Hargreaves (1980, p. 141), is identified in the stories of David and Adam, who decided not to relate to their colleagues what has happened to them. According to Hargreaves (A. Hargreaves, 2001) and Shapiro (2009) it is a typical trait of teachers' discourse to attempt to remain "clinical and detached" (Shapiro, 2009, p. 618). This conflict is best described by Marion in my study when stating, "it is mentally demanding not to react normally.…”

Section: Discussion "Threat To Teacher's Self"mentioning

confidence: 99%

Student-to-teacher violation and the threat to a teacher’s self

Skåland

2016

Teaching and Teacher Education

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This paper is based on a study of fourteen Norwegian K-12 teachers who have been violated by students in schools. One key theme emerged during the process of analysis: the threat to the teachers' self. This threat appears to be intensified due to lack of support. The findings in this small-scale Norwegian study indicate that student-to-teacher violation can have a serious impact on teachers' perceptions of their individual and professional self. The findings disclose that the teachers' self is affected leading to changed, weakened and disrupted experience of teachers' self-understanding. This knowledge may influence how teachers can continue working when critical incidents occur.Keywords: violence against teachers, teacher identity, school violence, loss of self, Interpretative phenomenological analysis (IPA), work-place violence.

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“…La investigación en didáctica de las ciencias ha puesto de manifiesto la importancia de los aspectos afectivos en la enseñanza en general (Barker, 2001;Beijaard et al, 2000;Hargreaves, 1998;Shapiro, 2010;Van Veen et al, 2005) y, más concretamente, en la enseñanza de las ciencias (Barmby y Defty, 2006;Bennet et al, 2001;Blalock et al, 2008;Kind et al, 2007;Vázquez y Manassero, 1995;Zembylas, 2004). La importancia del dominio afectivo es tal que determinaría la relación entre las actitudes, emociones y creencias que los futuros maestros poseen sobre la ciencia y su aprendizaje, fruto de los muchos años que han pasado como escolares, y las actitudes, emociones y creencias que tienen como docentes de ciencias.…”

Section: Antecedentesunclassified

Programa De Intervención Para La Mejora De Las Creencias De Autoeficacia en Las Clases De Ciencias Intervention Program to Improve the Self-Efficacy Beliefs in Science Classes

Mero¹,

Cortés²,

García³

et al. 2016

Revista INFAD de Psicología

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This paper offers the description about a intervention program designed as a result of a study about the affective domain aroused in prospective Primary teachers in their initial teacher education during their science classes, with the result of negative self-efficacy beliefs. The aim is an improving of the self-efficacy beliefs in their science teaching practices, as of some activities in three timeframes: before, during and after their practices in the schools. The total sample was 11 prospective Primary teachers. The results showed that there is a relationship between the beliefs as students and as teachers, as well as an improvement in the self-efficacy believes as science teachers after a metacognitive emotional intervention program. The findings show the importance of the affective domain and of the emotional training in the teachers teaching.Keywords: Self-Efficacy, Teaching science, Initial teaching education. RESUMENEste trabajo ofrece la descripción de un programa de intervención diseñado a raíz del estudio sobre el dominio afectivo en los maestros de Primaria en formación inicial en sus clases de ciencias, protagonizado por unas bajas creencias de autoeficacia. El objetivo es una búsqueda en la mejora de las creencias de autoeficacia en sus prácticas docentes de ciencias a partir de una serie de actividades realizadas en tres momentos temporales: antes, durante y después del periodo de prácticas en los centros escolares. La muestra total ha sido de 11 sujetos de tercer curso de Magisterio, especialidad Primaria. Los resultados muestran que hay una relación entre las creencias como aprendices y como docentes de ciencias, existiendo en general una mejora de las creencias de autoeficacia como docentes de ciencias tres un programa metacognitivo de intervención emocional. Los hallazgos muestran la importancia del dominio afectivo y de la formación emocional en la enseñanza de maestros.Palabras clave: Auto-eficacia, Enseñanza de las ciencias, Formación inicial de maestros.

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Revisiting the teachers' lounge: Reflections on emotional experience and teacher identity

Cited by 140 publications

References 14 publications

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Student-to-teacher violation and the threat to a teacher’s self

Programa De Intervención Para La Mejora De Las Creencias De Autoeficacia en Las Clases De Ciencias Intervention Program to Improve the Self-Efficacy Beliefs in Science Classes

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