01 SES 13 B, Sources of Teachers’ Knowledge
Parallel Paper Session
In the paper I argue that the school can be treated as the place of emotional development and educational situations cannot be described without the emotional context: each didactic situation produces emotions and sometimes these emotions can be impossible to notice. Each activity is performed by a child and a teacher with a tint of some emotions. It is them who impact the sustainability and efficiency of memorizing. It can be observed that learners (students and teachers) often have learning difficulties because their emotions related to school are negative.
The literature review reveals not only lack of adequate scientific interest in the role of emotions in teaching and learning in the context of school, but lack of research on the effectiveness of the programme devoted to the development of teacher's emotional competences. We can find numerous single studies related to these problems. However, there are no regular research studies carried out by experts in issues of emotions in the field of education, especially concerning issues of development of teacher's emotional competences and the role of these competences in improving teaching. This is evident when we review educational literature related to the subject. It can be noticed that authors concentrate mostly on accounting for the role of emotions in learning by students and they overlook the importance of emotional education of teachers, who – in this context - seem to be a neglected group.
The paper presents emerging findings from a two-year project on teacher emotional competences and the ways in which they can be developed. Firstly, the notion of emotional competence is defined. It is shown that emotional competences can be understood as skills acquired in the course of one’s development, which are of different degree of intensity in different individuals and vital for their emotional functioning. Secondly, the way in which teacher's emotional competences can be described is presented. I reveal the central elements of teacher's emotional competence, then I present a structure of this competence. Thirdly, I focus on the basic principles of international educational project EL4VET: Teachers First - Using Emotional Literacy to Improve VET Teaching in the 21st Century, in the implementation of which is involved University of Lodz.
Lately, some findings of a small part of s larger research study designed to examine the perceptions of teachers concerning the usefulness of the emotional literacy programme in enhancing teachers ability to the benefit of their schools and their students are presented. Teachers were asked to evaluate the usefulness of the programme they completed by considering whether acquired knowledge and skills obtained during the programme affected their practice in their school workplace. By asking teachers to provide examples of ways in which they had applied gained knowledge in practice, an opportunity to explore the process of transference of programme learning to practical experience in the school setting was created.
Day Ch., (2004). A Passion for Teaching. London and New York: Taylor and Francis Group. Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books. Hargreaves, A. (1998). The Emotional Practice of Teaching. Teaching and Teacher Education, Vol. 14, 8, pp. 835-54. Hargreaves, A. (2000). Mixed Emotions: Teachers’ Perceptions of Their Interactions with Students. Teachern and Teacher Education, Vol. 16(8), pp. 811-26. Hargreaves, A. (2002). Teaching in a Box: Emotional Geographies of Teaching. In C. Surgues and D. Day (eds) Developing Teachers and Teaching Practice: International Research Perspectives. London: Routledge Falmer, pp.3-25. MacCann, C., Roberts, R. D. (2008). New paradigmes for assessing emotional intelligence: Theory and data.Emotion, 8, 540-551. Mayer, J.D., Salovey, P., Caruso, D. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63, 503-517. Michalak, J. M, Goralska, R. (2012). Kompetencje emocjonalne nauczycieli i ich rozwijanie (Teachers Emotional Competences and their Development). Warsaw: Wolters Kluwer. In press. Mortiboys (2005). Teaching with Emotional Intelligence: A Step-by-Step Guide. London: Routledge Falmer. Palmer, P. J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Bay. Seligman, M.E.P. (1991). Learned Optimism: How to Change Your Mind and Your Life New York: Knopf. Weare, K. (2010). Developing the Emotionally Literate School. London: Paul Chapman Publishing.
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
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.