Early Childhood Teachers' Identities as Instructional Tools for Emotional Scaffolding
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This qualitative case study explores how early childhood teachers transform their identities into specific instructional strategies that scaffold constructive emotions in the classrooms. Two early childhood educators were observed, interviewed, and videotaped in their classrooms. The findings reveal that the participants employ their identities in constructive ways to implement instructional strategies for emotional scaffolding. They performed self-reflection, identifying what they saw as “constructive” or “uncostructive”characteristics for scaffolding children's emotions in their particular contexts. Each participant's awareness of self-identity allowed her to create more successful engagement, helping both teacher and student. The findings suggest that teachers' awareness of their identities may expand their capacities for effective decision making and enhance their emotional scaffolding practices.
Abstract
This qualitative case study explores how early childhood teachers transform their identities into specific instructional strategies that scaffold constructive emotions in the classrooms. Two early childhood educators were observed, interviewed, and videotaped in their classrooms. The findings reveal that the participants employ their identities in constructive ways to implement instructional strategies for emotional scaffolding. They performed self-reflection, identifying what they saw as “constructive” or “uncostructive”characteristics for scaffolding children's emotions in their particular contexts. Each participant's awareness of self-identity allowed her to create more successful engagement, helping both teacher and student. The findings suggest that teachers' awareness of their identities may expand their capacities for effective decision making and enhance their emotional scaffolding practices.
참고문헌 (19)
- Steca, P, "The contribution of self-efficacy belief to dispositional shyness:On social-cognitive systems and the development of personality dispositions.Journal of", Journal of Personality, 71(6), pp.943~970 (2003)
- Deiro, J. A, "Teaching with heart: Making healthy connections with students" (1996), Thousand Oaks, CA: Corwin Press
- Fredricks, J. A., "School engagement: Potential of the concept, state of the evidence", Review of Educational Research, 74, pp.59~109 (2004)
- Glesne, C, "Becoming qualitative researchers: An introduction (2nd ed.)" (1998), White Plains, NY: Longman
- Hargreaves, A, "The emotional practice of teaching", Teaching and Teacher Education, 14(8), pp.835~854 (1998)
- Hochschild,A, "The managed heart: The commercialization of human feeling" (1983), Berkeley, CA: University of California Press
- Hyson, M, "Enthusiastic and engaged learners: Approaches to learning in the early childhood classroom" (2008), New York: Teachers College Press
- Merriam, S. B, "Qualitative research and case study applications in education" (1998), San Francisco, CA: Jossey-Bass
- Meyer, D. K, "Scaffolding emotions in classrooms. In:Emotion in education", pp.243~258 (2007), San Diego, CA: Elsevier Inc
- Nias, J, "Primary teachers talking: A study of teaching as work" (1989), London: Routledge
- Oplatka, I, "Managing emotions in teaching: Toward an understanding of emotion displays and caring as nonprescribed role elements", Teachers College Record, 109(6), pp.1374~1400 (2007)
- Osterman, K. F, "Reflective practice for educators: Improving schooling through professional development" (1993), Thousand Oaks, CA: Corwin press
- Schutz, P. A, "Teacher identities, beliefs, and goals related to emotions in the classroom. In:Emotion in education" (2007), San Diego, CA: Elsevier Inc
- Strauss, A., "Basics of qualitative research: Techniques and procedures for developing grounded theory" (1998), Thousand Oaks, CA: Sage Publications
- Vygotsky, L. S, "Mind in society: The development of higher psychological processes" (1978), Cambridge, MA: Harvard University Press
- Wadlington, E, "Teacher dispositions: Implications for teacher education", Childhood Education: Infancy Through Early Adolescence, 87(5), pp.323~326 (2011)
- Winograd, K, "The functions of teacher emotions: The good, the bad, and the ugly", Teachers College Record, 105(9), pp.1641~1673 (2003)
- Yin, R. K, "Case study research design and methods (3rd ed.)" (2003), Thousand Oaks, CA: Sage Publications
- Zembylas, M, "Teaching with emotion: A postmodern enactment" (2005), Greenwich, CT: Information Age Publishing