Beyond Cognition: A Vygotskian Perspective on Emotionality and Teachers’ Professional Lives  

Oleh:

Dipardo, Anne ; Potter, Christine

Jenis: Article from Books - E-Book
Dalam koleksi: Vygotsky’s Educational Theory in Cultural Context, page 317-346.
Topik: Vygotsky on Emotions; Perspectives On Emotion and Teaching; Vital Company and Mindful Practice; Emotions and The Dynamic of Teachers’ Lives
Fulltext: Beyond Cognition A Vygotskian Perspective on Emotionality and Teachers’ Professional Lives.pdf (196.51KB)

Isi artikel

That teaching is emotionally charged work is hardly news to those who face its rigors and rewards on a daily basis. At its best, teaching offers exhilaration – the high of watching a class come alive, a reluctant student suddenly motivated, of generating fresh strategies with a group of trusted colleagues. But frustration and sorrow can be constant companions as well – the stress of too much work, too little relational and material support, students who present ever-larger challenges. These more negative emotions have tended to become increasingly prevalent of late, as a wave of top-down school reform has carried the dispiriting implication that something is wrong with teachers’ efforts that calls for external ?xes and vigilant monitoring (Hargreaves, 1998, 2000). Now more than ever, recruiting and retaining suf?cient numbers of able teachers demand attention to the affective aspects of their jobs. Borrowing from the language of best-selling books, we might say that educators must continually ?nd the passion, energy, and courage to sustain their work (Fried, 1995; Graves, 2001; Palmer, 1998).

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