10 SES 13 E, Emotion in Teacher Education –From Theory to Practice
Emotion In Teacher Education –From Theory To Practice
The present symposium aims to highlight the role of Emotion in Education.In recent years, Emotion has gained increasing attention in the study of educators'professional development, at least in part, because teaching is an emotional practice in general ( Oplatka,2017; Day,2012) and in particular within inclusive teaching .Therefore, the purpose of this symposium is to ponder on several emotional aspects in Teacher Education especially facing issues of inclusion in our era.
Researchers are invited to present a variety of perceptives dealing with the notion of emotion leading towards deepening our understanding from theory to practice.Lectures will include programmes for the development of Emotional Intelligence amongst educators, problems of objective measurements of emotions (Pekrun et all, 2011, Bradley &Lang, 1994)as well as the personal emotional experience of class among students as well as psychological parameters of class efficiency(Ranđelović, 2017). Among other sub-topics, it will discuss relationship between the characteristic learning styles of learners and their emotions in class(Ranđelović, 2012).
During the past ten years, there has been an increase in the number of scholars investigating emotions in educational contexts. Journals publish high level of emotion research leading to growing impact on society in general and as a response for including children with special educational needs (SEN). This increased academic interest in the role of emotion in education opened the understanding that teacher's role activities are embedded in varied cognitive, emotional and behavioral aspects, which are inter-connected in any analysis of the teacher'spractice (Allender&Allender,2008).
Findings indicate that emotions impact students' and teachers' interaction, performance, and personal professional development, hence emotions are of significance for educational institutions and of society at large.Therefore, researchers suggest that multiple emotions in both students and teachers should be considered when reflecting on educational problems which are patterned in complex ways within individuals, and the socio historical context. Other issues studied pose challenging questions concerning the development of teachers’awareness and ways of dealing with emotions in teaching in the mainstream while integrating students with SEN ( Hargreaves, 2004 ) and refugee (Sullivan & Simonson, 2016). In this light, there is a growing interest in developing standardized instruments which will give a realistic picture of emotional outcomes (Pekrun et all, 2011)on class by integrating emotional aspects for assessing affective and effective teaching.
This symposium calls researchers to expose us to their studies on Emotion in Teachers Education by integrating variety fields of knowledge. Finally, we will discuss with the presenters questions from the audience.
Allender, J. S., &Allender, D. S., (2008). The Humanistic Teacher: First the Child, Then Curriculum. Boulder: Paradigm Publishers. Day, C., 2012. New Understandings of Teacher Effectiveness: Emotions and education Change. The New Lives of Teachers, Teacher Education Quarterly. Winter, pp. 7-26. Bradley MM, Lang PJ. (1994). Measuring emotion: the selfassessment manikin and the semantic differential. J Behavior Therapy Exp Psychiatry, 25: 49-59 Day, C., (2012). New Understandings of Teacher Effectiveness: Emotions and education Change. The New Lives of Teachers, Teacher Education Quarterly. Winter, pp. 7-26. Hargreaves, A.,(2004). Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership, School Leadership & Management i^ Carfax Publishing™ IIIW Taylor &Frandi Group,24 (2), August 2004. Oplatka,I.,(2017).Emphaty regulation among Israeli school principals:Expression of magor emotions in educational leadership ,Journal of school of leadership .Volume 27-January 2017 .p.94 -118. Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011).Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ).Contemporary Educational Psychology, 36(1). Ranđelović, D. (2012) Stiloviučenjaimodelirnjeprocesaučenja. Neobjvljenadokrskadisertcija.Bnja Luka: FilozofskifakultetUniverziteta u BanjaLuci. Ranđelović, D. (2017). Efikasnostipsihološkeosnovenstaveputemrešavanjaproblemauviđanjem.KosovskaMitrovia: Filozofskifakultet. Sullivan, A. L., & Simonson, G. R. (2016). A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth. Review of Educational Research, 86(2), 503-530
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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