TY - GEN
T1 - Socio-emotional dynamics in teacher learning
AU - Vedder-Weiss, Dana
AU - Hufnagel, Elizabeth
AU - Jaber, Lama Z.
AU - Finkelstein, Carla
AU - Dini, Vesal
AU - McGugan, Katherine Schneeberger
AU - Garner, Brette
AU - Horn, Ilana
AU - Trachtenberg-Maslaton, Rotem
AU - Lefstein, Adam
AU - Michaels, Sara
N1 - Publisher Copyright: © 2020 International Society of the Learning Sciences (ISLS). All rights reserved.
PY - 2020/1/1
Y1 - 2020/1/1
N2 - The large body of research on teacher learning focuses primarily on cognitive dimensions, often to the neglect of socio-emotional dynamics. Taking a socio-cultural approach, emotions may be viewed as a social construct, entangled with positioning and identification processes, relative to others as well as to ideal concepts of knowing, learning, and teaching. Emotions can be displayed in social interaction both verbally and non-verbally, explicitly and implicitly. This symposium presents four studies using a variety of discourse analysis methodologies to study socio-emotional dynamics in a range of professional development contexts: pre-service teachers in a science content and pedagogy course, science teachers within a blended-online program, math teachers in video-based debrief conversations, and elementary/middle school teachers in school-based team meetings. The findings of the four papers shed light into the critical role socio-emotional dynamics play in teacher professional learning, revealing different kinds of dynamics appearing in a broad range of topics.
AB - The large body of research on teacher learning focuses primarily on cognitive dimensions, often to the neglect of socio-emotional dynamics. Taking a socio-cultural approach, emotions may be viewed as a social construct, entangled with positioning and identification processes, relative to others as well as to ideal concepts of knowing, learning, and teaching. Emotions can be displayed in social interaction both verbally and non-verbally, explicitly and implicitly. This symposium presents four studies using a variety of discourse analysis methodologies to study socio-emotional dynamics in a range of professional development contexts: pre-service teachers in a science content and pedagogy course, science teachers within a blended-online program, math teachers in video-based debrief conversations, and elementary/middle school teachers in school-based team meetings. The findings of the four papers shed light into the critical role socio-emotional dynamics play in teacher professional learning, revealing different kinds of dynamics appearing in a broad range of topics.
KW - Discourse analysis
KW - Emotions
KW - Professional development
KW - Teacher learning
UR - http://www.scopus.com/inward/record.url?scp=85102877838&partnerID=8YFLogxK
M3 - Conference contribution
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 2159
EP - 2166
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Y2 - 19 June 2020 through 23 June 2020
ER -
