Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Articles/Articoli

Vol. 11 No. 2 (2020): Pedagogia dell'oggi: le sfide del presente. Percorsi di ricerca. Ricchezza e pluralità dell'indagine contemporanea

Changing the school through emotions. The role of reflective teachers’ training

DOI
https://doi.org/10.3280/ess2-2020oa9457
Submitted
marzo 29, 2020
Published
2020-12-01

Abstract

The theme of emotions and relationships at school in recent years is acquiring a growing space in pedagogical literature. Their centrality for the purposes of successful teaching and learning is ascertained by numerous studies and research of different disciplinary fields. From the point of view of teacher behavior, the emotional dimension is no longer linked to character aspects but to specific skills that all teachers should possess. First of all, it is fundamental to know how to recognize one's own and others' emotions and to be able to manage them within the educational and didactic relationship. Teaching is a profession of high emotional intensity and, therefore, it is essential to train teachers to become aware of the emotional exchanges that take place within the classroom and to be able to direct them towards conditions of well-being for the students and for themselves. The goal of teachers education is to provide teachers with a reflexive habit that can act as a fulcrum for their constant personal and professional development and to establish a subjective space for «thoughtfulness», which represents a space for reflection and creativity.

References

  1. Baldacci M. (2008). La dimensione emozionale del curricolo. Educazione affettiva razionale della scuola. Milano: FrancoAngeli.
  2. Bauman Z. (2000). La solitudine del cittadino globale. Milano: Feltrinelli.
  3. Bauman Z. (2011). Modernità liquida. Roma-Bari: Laterza.
  4. Bion W. (1970). Attenzione ed Interpretazione. Roma: Armando.
  5. Butler R. (1994). Teacher communications and student interpretations: effects of teacher responses to failing students on attributional inferences in two age groups. British Journal of Educational Psychology, 64(2): 277-294.
  6. Comenio G. (1657). Didactica Magna. (trad. it.: Didactica Magna. Firenze: La Nuova Italia, 1993).
  7. Crawford M. (2011). Rationality and emotions. In: Day C., New understandings of teacher’s work: Emotions and educational change. La Vergne, TN: Springer.
  8. Cunti A. (2014). Formarsi alla cura riflessiva. Tra esistenza e professione. Milano: FrancoAngeli.
  9. Cunti A., Priore A. (2014). Riflessività a scuola. Tra resistenze al cambiamento ed aperture formative. Educational Reflective Practices, 4(1): 82-100.
  10. Dallari M. (2000). I saperi e l’identità. Costruzione delle conoscenze e della conoscenza di sé. Milano: Guerini.
  11. Damasio A. (2000). L’errore di Cartesio. Emozione, ragione e cervello umano. Milano: Adelphi.
  12. Damasio A. (2007). Alla ricerca di Spinoza. Emozioni, sentimenti e cervello. Milano: Adelphi.
  13. Fitzsimmons P., and Lanphar E. (2011). When there’s love inside there’s a reason why’: Emotion as the core of authentic learning in one middle school classroom. Australian Journal of Language & Literacy, 34(2): 35-40.
  14. Eccles J.S., Midgley C., Miller Buchanan C., Reuman D., Flanagan C. and MacIver D. (1993). Development during adolescence: The impact of stage environment fit on young adolescents’ task values and expectancy related beliefs. American Psychologist, 48(2): 90-101.
  15. Frenzel A.C., Götz Th. and Pekrun R. (2008). Ursachen und Wirkungen von Lehreremotionen: Ein Modell zur reziproken Beeinflussung von Lehrkräften und Klassenmerkmalen. In: Gläser-Zikuda M. and Seifried J. (a cura di). Lehrerexpertise − Analyse und Bedeutung unterrichtlichen Handelns. Münster: Waxmann.
  16. Galimberti U. (2007). L’ospite inquietante. Il nichilismo e i giovani. Milano: Feltrinelli.
  17. Geerink I., Masschelein J. and Simons M. (2010). Teaching and knowledge: A necessary combination? An elaboration of forms of teachers’ reflexivity. Studies in Philosophy and Education, 29(4): 379-393.
  18. Gonçalves T.N.R., Azevedo N.R. and Alves M.G. (2013). Teachers’ beliefs about teaching and learning: an exploratory study. Educational Research eJournal, 2(1): 54-70.
  19. Graham S. and Weiner B. (1986). From attribution theory to developmental psychology: A round-trip ticket?. Social Cognition, 4: 152-179.
  20. Greenleaf R.K. (2002). The adolescent brain: Still ready to learn. Principal Leadership, 2(8): 24-25.
  21. Halstead, M. (2005). Teaching about love. British Journal of Educational Studies, 53(3): 290-305.
  22. Hargreaves A. (1998). The emotional politics of teaching and teacher development: with applications of educational leadership. International Journal of Leadership Education, 1: 315-336.
  23. Kaplan A., Gheen M. and Midgley C. (2002). Classroom goal structure and student disruptive behavior. British Journal of Educational Psychology, 72(2): 191-211.
  24. Hugener I., Pauli Ch., Reusser K., Lipowsky F., Rakoczy K. and Klieme E. (2009). Teaching patterns and learning quality in Swiss and German mathematics lessons. Learning and Instruction, 19(1): 66-78.
  25. Keats J. (1817). Letter to the brothers George and Thomas of December 21st.
  26. Klieme E., Pauli C. and Reusser K. (2009). The Pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In: Janík T. and Seidel T. (a cura di). The power of video studies in investigating teaching and learning in the classroom. Münster: Waxmann Verlag.
  27. Larrivee B. (2008). Development of a Tool to Assess Teachers’ Level of Reflective Practice. Reflective Practice, 9(3): 341-360.
  28. Larrivee B. (2010). What We Know and Don’t Know about Teacher Reflection. In: Pultorak E.G. The Purposed, Practices and Professionalism of Teacher Reflectivity: Insights for Twenty-First-Century Teachers and Students. Lanham: Rowman & Littlefield Education.
  29. Linnenbrink E.A. and Pintrich P.R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2): 69-78.
  30. Mesquita B., Frijda N.H. and Scherer K.R. (1997). Culture and emotion. In: Berry J.W., Dasen P.R. and Saraswathi T.S. (a cura di). Handbook of cross-cultural psychology: Basic processes and human development. Boston: Allyn and Bacon.
  31. Mezirow J. (2003). Apprendimento e trasformazione. Milano: Raffaello Cortina.
  32. Mezirow J. and Taylor E. (2009). Trasformative Learning in Practice: Insights from Community, Workplace, and Higher Education. San Francisco: Jossey-Bass.
  33. Morin E. (2015). Insegnare a vivere. Manifesto per cambiare l’educazione. Milano: Cortina.
  34. Mortari L. (2009). Ricercare e riflettere. La formazione del docente professionista. Roma: Carocci.
  35. Mortari L. (2011). La qualità essenziale della riflessione. Educational Reflective Practices, 1: 145-156.
  36. Nonaka I. and Takeuchi H. (1995). The Knowledge Creating Company. Oxford: University Press (trad. it.: The Knowledge Creating Company. Milano: Guerini e Associati, 1997).
  37. Nussbaum M. (2004). L’intelligenza delle emozioni. Bologna: il Mulino.
  38. Pekrun R., Goetz T., Titz W. and Perry R.P. (2002). Academic emotions in students’ self regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2): 91-105.
  39. Resnick L. (1987). Education and Learning to Think. Washington, D.C.: National Academy Press.
  40. Resnick L. (1989). Knowing and Learning. Issues for a Cognitive Science of Instruction. Hillsdale: Earlbaum.
  41. Resnick L.B., Levine J.M. and Teasley S.D. (a cura di) (1991). Perspectives on Socially Shared Cognitions. Washington: American Psycological Association.
  42. Rustemeyer R. (1984). Selbsteinschätzung eigener Fähigkeit − vermittelt durch die Emotionen anderer Personen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 16: 149-161.
  43. Riva M.G. (2015). La scuola come sistema di relazioni, emozioni, affetti. In ascolto della vita emotiva. Pedagogia oggi, 2: 21-39.
  44. Salomon G. (a cura di) (1993). Distributed cognitions. Psychological and educational considerations. Cambridge: University Press.
  45. Salzberger-Wittemberg I., Osborne E. and Williams G. (2004). The Emotional Experience of Learning and Teaching. London: Karnac.
  46. Schön D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books (trad. it.: Il professionista riflessivo. Per una nuova epistemologia per la pratica professionale. Bari: Edizioni Dedalo, 1993).
  47. Schön D.A. (1987). Educative the reflective practitioner. Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass (trad. it.: Formare il professionista riflessivo. Per una nuova prospettiva della formazione e dell’apprendimento nelle professioni. Milano: FrancoAngeli, 2006).
  48. Schutz P. A. (2014). Inquiry on Teachers’ Emotion. Educational Psychologist, 49(1): 1-12.
  49. Schutz P. and Pekrun R. (a cura di) (2007). Emotion in education. Boston, MA: Academic Press.
  50. Smith M., Davidson J., Cameron L. and Bondi L. (2009). Emotions, place and culture. Hampshire: Ashgate Publishing.
  51. Sroufe L.A. (1995). Emotional Development. Cambridge: Cambridge University Press.
  52. Sutton R.E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4): 379-398.
  53. Sutton R.E., Mudrey-Camino R. and Knight C.C. (2009). Teachers’ emotion regulation and classroom management. Theory Into Practice, 48(2): 130-137.
  54. Williams-Johnson M.W., Cross D.I., Hong J.Y., Aultman L.P., Osbon J.N. and Schutz P. A. (2008). There is no emotion in math: How teachers approach emotions in the classroom. Teacher College Record, 110: 1574-1612.
  55. Wenger E. (1998). Communities of Practice. Learning, Meaning and Identity. Cambridge: Cambridge University Press (trad. it.: Comunità di pratica. Apprendimento, significato e identità. Milano: Cortina, 2006).
  56. Witcher A. E., Onwuegbuzie A. J. and Minor L. C. (2001). Characteristics of effective teachers: Perceptions of preservice teachers. Research in the Schools, 8(2): 45-57.
  57. Zembylas M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3): 213-238.
  58. Zembylas M. (2005). Discursive practices, genealogies, and emotional rules: a poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8): 935-948.

Metrics

Metrics Loading ...