10 SES 13 E, Emotion in Teacher Education –From Theory to Practice
Emotion Based Professional Development Training and Teachers Attitudes Towards Students’ Inclusion The present lecture aims to highlight the role of Emotion in Education in the light of the current challenges faced by inclusion in education. Research indicates that integrating Emotion, within teachers’ development programmes, based on attention, empathy and caring, ( Oplatka,2017; Day,2012) leads to humanistic teacher- student relations, as well as collaborative and inclusive teaching. The gap in knowledge that this study aims to address understands the way personal and professional development, through attention to the emotional dimension, can be conducive for creating a more holistic, humanistic, inclusive, and integrative approach in practice (Allender & Allender, 2008; Rosenblum,2015 ). Methods: This is an evaluative phenomenological study focusing on the experiences and perceptions of the participants. The study evaluates the impact of the `Lovecircles` approach on 40 physical and sport educators in their first year of teaching. The program consisted of three stages: from the personal to group dimension including experiential, verbal and arts activities, as well as role-playing and simulations which were photographed and recorded. The experimental activities enabled participants to develop personal attention and to others while engaging issues from personal narrative (such as the impact of inspirational people, memories of diverse experiences and their meanings) and from professional narrative (documentation of challenging events through integration of elements such as metaphors and emotions, styles of communication, including opening or inhibiting). The photographs and video were analyzed by two researchers in order to identify the impact of the course on the development of inclusive participatory teaching. Results: Results indicate that participants developed appreciation of the role of emotions on their practice and acquired abilities to regulate emotions and act upon them. Participants developed awareness of the impact of teaching based on dialogue and empathy. These results highlight the impact of “Lovecircles”, the emotion based professional development programme on physical and sport educators’ interaction and performance, due to their participation in the programme. This study might provide new practice and insights into the development of inclusive skills through practitioners' integrative personal and professional development. This might outline new angles for teaching children with and without special educational needs facing inclusive educational aims. Key words: emotion, teacher education, personal development, professional development programmes, sport and physical education, inclusive teaching.
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. 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. Rosenblum, Hily (2015) Lovecircles: A critical study of an emotion-based professional development programme for educators of children with special educational needs and disabilities. Doctoral thesis, Anglia Ruskin University.
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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