Unifying cognition, emotion, and activity in language teacher professional development

被引：153
|
作者：
Golombek, Paula [1 ]
Doran, Meredith [2 ]
机构：
[1] Univ Florida, Dept Linguist, Gainesville, FL 32611 USA
[2] Penn State Univ, Dept Appl Linguist, University Pk, PA 16802 USA
来源：
TEACHING AND TEACHER EDUCATION | 2014年 / 39卷
关键词：
Teacher education; Professional development; Cognitive development; Transformative learning; Second language instruction; Inquiry; EXPERIENCE; CHALLENGE; LITERACY; INSIGHTS; IDENTITY; BELIEFS; ENGLISH;
D O I：
10.1016/j.tate.2014.01.002
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Emotions in the learning-to-teach experience are often ignored or downplayed by teacher educators. Using content and discourse analysis of a novice language teacher's journals, we demonstrate that the pervasive emotional content, reflecting individual teacher's perezhivanie, is a motivated, structural component of teachers' processes of cognitive development. Emotional content indexes dissonance between the ideal and reality, offering potential growth points. We apply a SCOBA of language teacher learning that unifies the dynamic, dialectical relationship among emotion, cognition, and activity, in order to orient teacher educators in mediating novice language teachers' professional development responsively. (c) 2014 Elsevier Ltd. All rights reserved.
引用
收藏
页码：102 / 111
页数：10
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