Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Articoli/Articles

V. 11 N. 2 (2020): Pedagogia dell'oggi: le sfide del presente. Percorsi di ricerca. Ricchezza e pluralità dell'indagine contemporanea

The emotional component of teaching. A reflective training experience with teachers

DOI
https://doi.org/10.3280/ess2-2020oa9458
Inviata
29 marzo 2020
Pubblicato
01-12-2020

Abstract

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers’ education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one’s personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use.

Riferimenti bibliografici

  1. Beck A.T., Rush A.J., Shaw B.F. and Emery G. (1979). Cognitive Therapy of Depression. New York: Guilford Press.
  2. Barnes L.B., Christensen C.R. and Hansen A.J. (1994). Teaching and the Case Method. Harvard: Business School Press.
  3. Beauchamp C. and Thomas L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2): 175-189.
  4. Bruzzone D. (2018). Benessere emotivo e ricerca di senso nei contesti lavorativi: percorsi di formazione attraverso il cinema. In: Fabbri L., a cura di, Educare gli affetti. Studi in onore di Bruno Rossi. Roma: Armando Editore.
  5. Bellingreri A. (2013). L’empatia come virtù. Senso e metodo del dialogo educativo. Trapani: il Pozzo di Giacobbe.
  6. Black A.L. and Halliwell G. (2000). Accessing practical knowledge: how? why?. Teaching and Teacher Education, 16 (1): 103-11.
  7. Contini M.G. (1992). Per una pedagogia delle emozioni. Firenze: La Nuova Italia.
  8. Chen J. (2016). Understanding teacher emotions: the development of a teacher emotion inventory. Teaching and Teacher Education, 55: 68-77.
  9. Cunti A. (2014). Formarsi alla cura riflessiva. Tra esistenza e professione. Milano: FrancoAngeli.
  10. Cunti A., Priore A. (2014). Riflessività a scuola. Tra resistenze al cambiamento ed aperture formative. Educational Reflective Practices, 4(1): 82-100.
  11. Cunti A. (2018). L’uso della metafora nella formazione degli insegnanti: una prima ricerca esplorativa. In: Ulivieri S., Binanti L., Colazzo S. and Piccinno M. (a cura di). Scuola Democrazia Educazione. Formare ad una nuova società della conoscenza e della solidarietà. Lecce: PensaMultimedia.
  12. Fabbri L., Striano M. and Melacarne C. (2008). L’insegnante riflessivo. Coltivazione e trasformazione delle pratiche professionali. Milano: FrancoAngeli.
  13. Franza A.M. (1988). Retorica e metaforica in pedagogia. Brescia: La Scuola.
  14. 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.
  15. 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.
  16. 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.
  17. Hargreaves A. (1998). The emotional politics of teaching and teacher development: with applications of educational leadership. International Journal of Leadership Education, 1: 315-336.
  18. Kelchtermans G., Ballet K. and Piot L. (2009). Surviving diversity in times of performativity: Understanding teachers’ emotional experience of change. In: Schutz P. and Zembylas M., a cura di, Advances in teacher emotion research: The impact on teacher's lives. Dortecht, The Netherlands: Springer.
  19. Lancini M. (2015). Adolescenti navigati. Trento: Erickson.
  20. Laneve C. (1981). Retorica ed educazione. Brescia: La Scuola.
  21. Laneve C. (1994). Parole per educare. Brescia: La Scuola.
  22. Levin B.B. (1995). Using the case method in teacher education: The role of discussion and experience in teachers’ thinking about cases. Teaching and Teacher Education, 11: 63-79.
  23. Martínez R. (2016). La metáfora como recurso didáctico y reflexivo en la formación docente. Edetania, 49: 193-206.
  24. Mezirow J. (2003). Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti. Milano: Raffaello Cortina Editore.
  25. Mortari L. (2009). Ricercare e riflettere. La formazione del docente professionista. Roma: Carocci.
  26. Ricoeur P. (1975). La metaphore vive. Paris: Seuil.
  27. Riva M.G. (2015). La scuola come sistema di relazioni, emozioni, affetti. In ascolto della vita emotive. Pedagogia oggi, 2: 21-39.
  28. Roorda D.L., Koomen H.M.Y., Spilt J.L. and Oort F.J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement. Review of Educational Research, 81(4): 493-529.
  29. Saban A., Koçbeker B.N. and Saban, A. (2006). An investigation of the concept of teacher among prospective teachers through metaphor analysis. Educational Sciences: Theory and Practice, 6(2): 509-522.
  30. Sato M. And Rogers, C. (2010). Case methods in teacher education. In: Peterson P., Baker E. and McGaw B. (a cura di). International Encyclopedia of Education (3rd Edition). Oxford, UK: Elsevier.
  31. Sakui K. and Gaies S. (2003). A case study: Beliefs and metaphors of a Japanese teacher of English. In: Kalaja P. and Barcelos A.M.F. (a cura di). Beliefs about SLA: New research approaches. Dordecht: Kluwer.
  32. Schön D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
  33. Schön D.A. (1987). Educative the reflective practitioner. Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass.
  34. Sutton R.E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4): 379-398.
  35. Tom K.M. (2012). Measurement Of Teachers’ Social-Emotional Competence: Development Of The Social-Emotional Competence Teacher Rating Scale. A Dissertation Presented To The Department Of Special Education And Clinical Sciences And The Graduate School Of The University Of Oregon In Partial Fulfillment Of The Requirements For The Degree Of Doctor Of Philosophy.
  36. 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.

Metriche

Caricamento metriche ...