Abstract
The relationship between emotions and the quality of thinking has been identified as a crucial aspect of learning and teaching within higher education. It can shape the quality of educational experiences for better or for worse but is frequently overlooked within teaching practices. A training package and professional development approach was developed to support higher education teachers to explicitly consider and plan for the role of emotions within their practice, their subject, and their contexts.
To achieve this an educational design research approach was adopted - chosen for its emphasis on developing applied solutions to practical problems. Initially the range of existing conceptions of academic staff in relation to the role of emotions within their teaching and their wider roles was considered. A training package was then developed over a series of iterations, with each created version being informed by user evaluations.
The training programme was designed to support higher education teachers to select and embed approaches that focus on the development of the emotion-intellect partnership. The package focused on creating an approach that encouraged strategies to be adapted and nuanced to the needs and priorities of varied subjects and learning environments. Whilst primarily focused on developing classroom practice and teachers’ response to the emotions of their students there was also a recognition that teaching roles bring with them emotional labour that can be framed by institutional and external drivers.
The aim was to offer strategies that encouraged a focus on emotions within practice to be more conscious and deliberate through a package that offered choice in its support of professional development. The process itself offered insights into the ways that teachers respond to emotion in the classroom. The process also offered further suggestions around the ways in which this area could continue to be explored and developed.
To achieve this an educational design research approach was adopted - chosen for its emphasis on developing applied solutions to practical problems. Initially the range of existing conceptions of academic staff in relation to the role of emotions within their teaching and their wider roles was considered. A training package was then developed over a series of iterations, with each created version being informed by user evaluations.
The training programme was designed to support higher education teachers to select and embed approaches that focus on the development of the emotion-intellect partnership. The package focused on creating an approach that encouraged strategies to be adapted and nuanced to the needs and priorities of varied subjects and learning environments. Whilst primarily focused on developing classroom practice and teachers’ response to the emotions of their students there was also a recognition that teaching roles bring with them emotional labour that can be framed by institutional and external drivers.
The aim was to offer strategies that encouraged a focus on emotions within practice to be more conscious and deliberate through a package that offered choice in its support of professional development. The process itself offered insights into the ways that teachers respond to emotion in the classroom. The process also offered further suggestions around the ways in which this area could continue to be explored and developed.
| Original language | English |
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| Publication status | Published - 8 Jul 2024 |
| Event | Enhancing Student Learning Through Innovative Scholarship - Duration: 8 Jul 2024 → 9 Jul 2024 https://easychair.org/smart-program/ESLTIS24/2024-07-09.html#talk:256748 |
Conference
| Conference | Enhancing Student Learning Through Innovative Scholarship |
|---|---|
| Abbreviated title | ESLTIS |
| Period | 8/07/24 → 9/07/24 |
| Internet address |