22 SES 05.5 PS, General Poster Session
General Poster Session
One of the important aims of higher education is development of students’ reflection and learning to learn abilities, continuously analysing their experience in teaching/learning processes. It is relevant to create conditions for reflection with its essential elements – the individual’s experience, thinking, emotions, actions and values – at the higher education institution. The key factor determining and simultaneously motivating the learner’s active involvement in the reflective learning process is emotions aroused by the new situation, subjects and persons. The importance, cognition and analysis of emotions in the reflection process while learning is emphasised in the works of many scientists (Moon, 2004; Boud et al., 2005; Felten et al., 2006; Case et al., 2010; Bair et al., 2010 etc.)
Emotions are a significant source of learning but quite often they hinder successful learning from one’s own experience if they are supressed, ignored or rationalised. Sharing one’s emotional experience while learning enables to explore, understand and learn from them. The focus on feelings has two aspects: usage of positive feelings and elimination of inadequate ones. Elimination of the latter is an obligatory beginning for reflection on rational events. The analysis of personal feelings and experiences through reflection enables to use personal energy in a positive manner, contemplating future actions while learning. Emotions are initial motivators which influencing human behaviour often grow into the system of human values and beliefs. The analysis of personal emotional experience is particularly relevant for prospective special educators (Pavri, 2004; Levins et al., 2005; Blake & Monakan, 2006; Kirch et al., 2007; Welch & James, 2007 et al.): work is specific because the activity is grounded on interrelationships between the participants of the educational process and there are many problems encountered in practical activities, namely: personal contradictions, inadequate approaches, experiencing of contradictory feelings, etc. The necessity of self-reflection of specialists working with persons with special educational needs shows up and the ability to reflect on one’s performed activity, approaches, behaviour during pedagogical situations, etc. should become the essential constituent the special educator’s competence.
Research question: What emotional experience of students-prospective special educators and its content during practical training at the higher education institution and what external and internal factors at what level make the strongest and the weakest influence on the shift in students’-prospective special educators’ emotional experience and motivation to continue studies at the higher education institution.
Focus is on students’ emotional experiences during practical training at the higher education institution in the context of motivation to continue studying.
Research aim is to disclose the shift in prospective special educators’ emotional experiences during practical training at the higher education institution, grounding their influence on further learning motivation.
Bair, M. A., Bair, D. E., Mader, C. E., Hipp, S., Hakim, I. (2010). Faculty Emotions: A self-study of teacher educators. Studying Teacher Education, 6 (1), 95–111. Blake, C., Monakan, E. (2006). Wishful thinking or a bag of tricks? Helping the beginning special educator. Support for Learning, 21 (1), 19–23. Boud, D., Keogh, R., Walker, D. (2005). Reflection: Turning Experience into Learning. London and New York: RoutledgeFalmer. Case, J. M., Marshall, D., Linder, C. J. (2010). Being a student again: a narrative study of a teacher’s experience. Teaching in Higher Education, 15 (4), 423–433. Felten, P., Gilchrist, L., Darby, A. (2006). Emotion and Learning: Feeling our Way toward a New Theory of Reflection in Service-Learning. Michigan Journal of Community Service Learning, 12 (2), 38–46. Kirch, S., Bargerhuff, M., Cowan, H., Wheatly, M. (2007). Reflections of Educators in Pursuit of Inclusive Science Classrooms. Journal of Science Teacher Education, 18, 663–692. Lindseth, A., Norberg, A. (2004). A phenomenological hermeneutical method for researching lived experience. Scandinavian Journal of Caring Sciences, 18, 145–153. Levins, T., Bornholt, L., Lennon, B. (2005). Teachers’ Experience, Attitudes, Feelings and Behavioural Intentions towards Children with Special Educational Needs. Social Psychology of Education, 8 (3), 329–343. Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning. Theory and Practice. London and New York. Pavri, S. (2004). General and Special Education Teachers' Preparation Needs in Providing Social Support: A Needs Assessment. Teacher Education and Special Education, 27, (4), 433–443. Welch, M., James, R. (2007). An Investigation on the Impact of a Guided Reflection Technique in Service-Learning Courses to Prepare Special Educators. Teacher Education and Special Education, 30 (4), 276–285.
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