ed tyson: collaborative research participant eamonn pugh: thesis researcher emotional aspects of...
TRANSCRIPT
Ed Tyson: Collaborative research participant
Eamonn Pugh: Thesis researcher
Emotional aspects of teaching:
Creating positive emotional ecologies while learning to teach
“Last week I enjoyed my placement, but felt somewhat demoralised. This week I have experienced the feelings that first motivated me to train as a teacher.” [Student B]
• Enquiry question
• Theoretical framework
• Sub-questions
• Methodology
• Data Collection
• Data Analysis
• Initial findings
Outline
Emotional intelligence (Mayer and Salovey, 1997)
Personal Social
Awarenessrecognising our
own emotionsrecognising the
emotions of others
Response
managing emotions well in
ourselves
Taking account of emotions in
relationships.
Emotional competence (adapted from Goleman, 2001)
Personal Social
Recognition
Self-Awareness Knowing how you feelKnowing how well you are
doing Self-confidence
Social Awareness Empathy Pupil orientated‘Whole school’ awareness
Regulation
Self-Management Self-control Being trustworthy Being conscientious Flexibility Driven by learning
outcomesInitiative
Relationship Management Developing children and other
adults Having influence Communication Dealing with conflicts Modelling leadership Making changesBuilding links between people Teamwork & collaboration
Emotional ecology and emotional knowledge (Zembylas, 2007)
Planes of emotional ecology
Types of emotional knowledge
Individual
How a teacher experiences and expresses emotional knowledge on a personal plane. [Emotional connections to subject content; attitudes/beliefs about learning & teaching; educational vision/philosophy; emotional self-awareness]
RelationalHow a teacher uses emotional knowledge in relationships with pupils [Emotional affiliation with pupils; care; empathy; classroom emotional climate; knowing pupils’ emotions]
Socio-political
How a teacher’s emotional knowledge includes the school’s institutional/cultural context and how this influences his/her decisions and actions. [EK of power relations; emotional understanding of curricular debates; emotional politics of pedagogic & content discourse]
The contextual pictureEmotional ecologies Individual, relational and socio-political
Learning partnerships Wenger , 2010
Student teachers, pupils, mentors, tutors, other learners
Sub-questions
• How does the emotional knowledge of beginning teachers reveal itself in a school workplace context?
• What is happening when the emotional knowledge of beginning teachers ‘interacts’ with their emotional ecologies ?
• How is the practice of beginning teachers and their tutors influenced by the interactions between emotional knowledgeable teaching and emotional ecologies?
Methodological theory
• Phenomenon: interaction between
emotional knowledge emotional ecologies
• Interpretative paradigm
• Knowledge created – social construct
• But pragmatic (not paradigm driven)
• Action research approach
• Mixed methods (using triangulation)
Data collection
From eight PgCE Primary students over a 4 week period whilst on their Developing Placement (2nd of 3 observed teaching placements).
•Emotional knowledge assessment forma) Observation feedbackb) Self-assessment
•Weekly Placement reviews •Weekly journal entries
Planned (provisional):•More reviews and journal entries•Focus group•Individual interviews
It is an interpretive analysis of PgCE students’ journal entries that have been selectively codified to extract their engagement with emotional knowledge in this context.
This initial coding uses the Zembylas’ model of interaction between their emotional knowledge and the three planes of emotional ecology; individual, relational, socio-political.
Data analysis
Initial findings from the data Journal Entry 1
Journal Entry 2
Journal Entry 3
Journal Entry 4
Student A Ind 5, Re3 Ind3, Re1 Ind2, Re2 Ind5,Re1,SP1
Student B Ind5 Ind2, Re2 Ind1, Re1 Ind4,Re2,SP1
Student C Ind3, Re1 Ind2, Re2 Ind2, Re1
Student D Ind2, Re1 Ind4,Re2,SP1
Student E Ind9, Re1 Re3 Re1, SP2 Re1
Student F Ind2, Re3 Ind2, Re3 Ind3
Student G Ind2 Ind3, Re1
Student H Ind5 Ind4, Re4 Ind7, Re3 Ind2, Re1
Emotional ecologies
Ind Individual, Re Relational, SP Socio-Political
Examples of EK interactions with Individual Emotional Ecologies
By reflecting on my practice, I decided
that I feel tense when a lesson is drawing to
a close
If I, as an adult, could quite easily change my mood on the basis of a mood change in the children in my class then it would seem logical
that surely the children would be effected by my mood.
I found me feeling harassed was not picked
up on by observation. This made me feel that perhaps
I am doing better than I first thought.
Zembylas (2007) visualises emotional ecologies as ‘overlapping planes’.
What about this example?
My class teacher is great, really supportive and I get on well with
her, but I still felt nervous teaching in front of her
Over the next two weeks I aim to focus on pupils'
feelings and the reasons for behaviour issues in order to
help pupils more and improve my behaviour
management
I know his return would disrupt the class a little. I also think he
will be hard to engage if and when he returns. But I would be happy to work on this and to try and build his confidence up. He
needs to be given a chance.
What about this example?
Examples of EK interactions with Relational Emotional Ecologies
I found out some shocking information… I was told by the
class teacher that during reception and Year 1 the
children’s teacher didn’t have any structured learning like phonics or another reading
strategy
I have felt confident about the routines of the school.
All the staff involved with this year group, myself included, have tried to support him as
best we can this week - we have discussed his case at length
and his behaviour has been a real cause for concern
What about this example?
Examples of EK interactions with Socio-Political Emotional Ecologies
Discussion
• How could the research be developed from here?
• How does the emotional knowledge of beginning teachers reveal itself in a school workplace context?
• What is happening when the emotional knowledge of beginning teachers ‘interacts’ with their emotional ecologies ?
• How is the practice of beginning teachers and their tutors influenced by the interactions between emotional knowledgeable teaching and emotional ecologies?
ReferencesGoleman D. (2001) An EI-based theory of Performance in The Emotionally Intelligent Workplace, Eds. Cherniss, G and Goleman, D, San Francisco: Jossey-Bass
Mayer, J. and Salovey, P. (1997). What is emotional intelligence? In Salovey & Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books
Mortiboys, A. (2011) Teaching with Emotional Intelligence (2nd edition), Routledge.
Schön, D. (1983). The Reflective Practitioner. New York: Basic Books.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57
Wenger, E (2010) Knowledgeability in Landscapes of Practice: from Curriculum to Identity, Presentation to SHRE Conference, available at http://www.slideshare.net/centrehep/etienne-wenger-presentation (accessed16/09/11)
Zembylas, M (2007) Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching, Teaching and Teacher Education, 23 (4)