Abstract
Emotions and the intellect interact and affect the quality of learning significantly, for better or for worse. This is
often ignored or seen as irrelevant for teaching practices. A training package for teachers of older students was
constructed to support kinds of practice which took emotions into account in planning and the classroom. In the
spirit of design research intended to solve a practical problem, the package went through several iterations, each
being informed by user evaluations of the preceding iteration. The outcome was a tool to support professional
development. Notably and as useful, the process provided insights about diverse students’ and teachers’
attributes, variation in contexts, package adaptation to accommodate these, and areas of further research.
often ignored or seen as irrelevant for teaching practices. A training package for teachers of older students was
constructed to support kinds of practice which took emotions into account in planning and the classroom. In the
spirit of design research intended to solve a practical problem, the package went through several iterations, each
being informed by user evaluations of the preceding iteration. The outcome was a tool to support professional
development. Notably and as useful, the process provided insights about diverse students’ and teachers’
attributes, variation in contexts, package adaptation to accommodate these, and areas of further research.
| Original language | English |
|---|---|
| Pages (from-to) | 179-193 |
| Journal | International Journal for Talent Development and Creativity |
| Volume | 12 |
| Issue number | 1 |
| Publication status | Published - 1 Aug 2024 |