| Beschreibung: |
The
objective of this research is the study of emotional reflexivity in the
context of teacher education research and action research. Building on Donald
Schön's model of reflective practitioner who takes the reflection of the
action in focus, another dimension of
reflection shall be explored: "Reflection in / on emotion."
Reflexivity and reflection processes are based primarily on cognition and
metacognition about doing, however, affects and emotions are perceived as
disruptive and distortion aspects. The fact that emotions are ubiquitous and
influence actions and ways of thinking is clear, relevant in this context is
the conscious perception and understanding of emotions. The interest of the
research aims to investigate the potential of emotional reflexivity and on
the conscious and reflective use of emotionality in professionalization
processes and in educational practice. The following questions should be
examined: To what extent is initiated reflection of emotions and forces and
how they prevent and reduce reflection processes? What new concepts can be
won for professionalization processes in the teaching profession? What
conclusions can be drawn for the education and training?
In this seminar the research design and first results of study within the
educational fields and teachers training programme in Austria will be shown
and discussed. Experiences should be incorporated into the on-going process
and used to further development of the project.
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