- 2 / 2 / 234 entry
- 0 başlık
- 0.00 incipuan
stevee seksinci nesil normal
-
0
guys we are speaking english come in
How much have has a has-been had if a has-been has been had. who can translete this its not wrong and has a mean -
0
gençler çok acil
Teacher preparation and development programs often focus on
helping teachers develop appropriate discipline e specific beliefs
and a healthy disposition toward teaching. However, equity beliefs
are also critical here. This is the belief that all children have a right
to a rigorous, high-quality education and that they are capable of
achieving high standards (c.f. Gay, 2000; Ladson-Billings,1994). The
participants’ professional identities and goals were anchored in
such beliefs so when unpleasant emotions arose, they were able to
pacify them by foregrounding empathy and their professional
goals. For Ms. Wade such beliefs were strengthened through her
teacher education program at a HBCU (Historically Black College
and University) and work with students, while Ms. Evans’experiences with African-American students and self-motivated
study of African-American history served to more firmly ground
these beliefs. Given that most societies are becoming increasing
multicultural and heterogeneous, ensuring that teachers develop
a deeper understanding of the culture and histories of their
students and their families will support their ability to be empathetic.
Additionally, promoting equity-oriented beliefs about all
students within teacher education programs can serve to anchor
teachers’ professional identities and goals, thereby creating
a psychological mechanism to help teachers interpret challenges
meaningfully and deal with highly emotional situations more
adaptively.
One issue we observed that has implications for teacher preparation
was the difficulty the teachers had in using emotion
language. Although our questions were specifically phrased to elicit
the types of emotions they experienced, the teachers tended to use
the emotion words to describe the situation than the self (e.g. “It
was just a sad situation”) or would simply give an opinion about the
event (e.g. “It’s just so unfair”). Zembylas and his colleagues
(Chubbuck & Zembylas, 2008; Zembylas, 2011) discussed the
importance of critical emotional reflection in the practice of
teaching as a tool for resisting unjust policies and teaching practices,
for examining the impact of their actions on others and the
community, and for identifying ways in which our emotions guide
our thoughts and actions. In this regard, being able to identify and
describe the emotion and locate the emotion in their teaching
experiences is critical in developing healthy and effective teaching
practices and regulating emotion. As such, teacher development
programs should seek to create opportunities for teachers to have
experiences that illuminate the rigors of teaching and create safe
spaces where they can deeply examine their values, beliefs and the
emotionality embedded in teaching.
In sum, the way Ms. Wade and Ms. Evans actively and reflectively
engaged in teaching and school life in the midst of unfavorable
working conditions illuminated the ways the individual and
the social transact to produce emotion. In particular, these cases
provided insights into effective coping mechanisms, and the
profound impact of teachers’ psychological biographies on their
emotions and job satisfaction. The challenge to develop quality
teachers and retain them has been a continuing burden for schools
internationally. In particular, teachers who serve in schools with
growing populations of students from diverse ethnic, cultural and
socio-economic backgrounds tend to face great challenges in this
matter. From these two teachers’ cases we have learned that
exercising empathy and having beliefs grounded in equity principles
can anchor teacher identities and goals in ways that foreground
student learning and advocacy. These tend to bode well for
achieving positive affective outcomes, especially when external
environmental factors are unfavorable -
0
gençler çok acil
çeviri var cuma ya kadar yetişmesi lazım biraz uzun bi umut paylaşıyorum Teacher preparation and development programs often focus on
helping teachers develop appropriate discipline e specific beliefs
and a healthy disposition toward teaching. However, equity beliefs
are also critical here. This is the belief that all children have a right
to a rigorous, high-quality education and that they are capable of
achieving high standards (c.f. Gay, 2000; Ladson-Billings,1994). The
participants’ professional identities and goals were anchored in
such beliefs so when unpleasant emotions arose, they were able to
pacify them by foregrounding empathy and their professional
goals. For Ms. Wade such beliefs were strengthened through her
teacher education program at a HBCU (Historically Black College
and University) and work with students, while Ms. Evans’experiences with African-American students and self-motivated
study of African-American history served to more firmly ground
these beliefs. Given that most societies are becoming increasing
multicultural and heterogeneous, ensuring that teachers develop
a deeper understanding of the culture and histories of their
students and their families will support their ability to be empathetic.
Additionally, promoting equity-oriented beliefs about all
students within teacher education programs can serve to anchor
teachers’ professional identities and goals, thereby creating
a psychological mechanism to help teachers interpret challenges
meaningfully and deal with highly emotional situations more
adaptively.
One issue we observed that has implications for teacher preparation
was the difficulty the teachers had in using emotion
language. Although our questions were specifically phrased to elicit
the types of emotions they experienced, the teachers tended to use
the emotion words to describe the situation than the self (e.g. “It
was just a sad situation”) or would simply give an opinion about the
event (e.g. “It’s just so unfair”). Zembylas and his colleagues
(Chubbuck & Zembylas, 2008; Zembylas, 2011) discussed the
importance of critical emotional reflection in the practice of
teaching as a tool for resisting unjust policies and teaching practices,
for examining the impact of their actions on others and the
community, and for identifying ways in which our emotions guide
our thoughts and actions. In this regard, being able to identify and
describe the emotion and locate the emotion in their teaching
experiences is critical in developing healthy and effective teaching
practices and regulating emotion. As such, teacher development
programs should seek to create opportunities for teachers to have
experiences that illuminate the rigors of teaching and create safe
spaces where they can deeply examine their values, beliefs and the
emotionality embedded in teaching.
In sum, the way Ms. Wade and Ms. Evans actively and reflectively
engaged in teaching and school life in the midst of unfavorable
working conditions illuminated the ways the individual and
the social transact to produce emotion. In particular, these cases
provided insights into effective coping mechanisms, and the
profound impact of teachers’ psychological biographies on their
emotions and job satisfaction. The challenge to develop quality
teachers and retain them has been a continuing burden for schools
internationally. In particular, teachers who serve in schools with
growing populations of students from diverse ethnic, cultural and
socio-economic backgrounds tend to face great challenges in this
matter. From these two teachers’ cases we have learned that
exercising empathy and having beliefs grounded in equity principles
can anchor teacher identities and goals in ways that foreground
student learning and advocacy. These tend to bode well for
achieving positive affective outcomes, especially when external
environmental factors are unfavorable - daha çok