The nexus between pre-service teachers' emotional experience and cognition during professional experience
Traditional rationalism has treated cognition and emotion separately. Pre-service teachers' emotional experiences during teacher preparation programmes have not been sufficiently discussed in research. This study uses Vygotsky's sociocultural theory perspective to analyse the nature of the...
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| Veröffentlicht in: | Australian educational researcher 2019-11, Vol.46 (5), p.799-825 |
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| creator | Yang, Hongzhi |
| description | Traditional rationalism has treated cognition and emotion separately. Pre-service teachers' emotional experiences during teacher preparation programmes have not been sufficiently discussed in research. This study uses Vygotsky's sociocultural theory perspective to analyse the nature of the emotion-cognition nexus of pre-service teachers during professional experience. Sociocultural theory regards emotions as originated from social interaction and playing a catalytic role for teachers' development. Data were collected from questionnaire surveys and pre- service teachers' narratives. The findings indicate that the prominent factors impacting on the participants' emotional patterns are their students and supervising teachers. In addition, this study reveals the dialectical relationship between pre-service teachers' emotion- cognition, which impact on the development of their professional personality as teachers. During this process, the creation of tools and support from others play key roles in their conceptual and emotional development. The findings imply that pre-service teachers' emotional experience can be used as a resource for their professional growth and development. [Author abstract] |
| doi_str_mv | 10.1007/s13384-019-00320-8 |
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Pre-service teachers' emotional experiences during teacher preparation programmes have not been sufficiently discussed in research. This study uses Vygotsky's sociocultural theory perspective to analyse the nature of the emotion-cognition nexus of pre-service teachers during professional experience. Sociocultural theory regards emotions as originated from social interaction and playing a catalytic role for teachers' development. Data were collected from questionnaire surveys and pre- service teachers' narratives. The findings indicate that the prominent factors impacting on the participants' emotional patterns are their students and supervising teachers. In addition, this study reveals the dialectical relationship between pre-service teachers' emotion- cognition, which impact on the development of their professional personality as teachers. During this process, the creation of tools and support from others play key roles in their conceptual and emotional development. The findings imply that pre-service teachers' emotional experience can be used as a resource for their professional growth and development. 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All Rights Reserved.</rights><rights>The Australian Association for Research in Education, Inc. 2019.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c424t-17c9a125cabffe35df089135ed6ff89a6158d53b5e0d1e00370639b5aa8dfd1a3</citedby><cites>FETCH-LOGICAL-c424t-17c9a125cabffe35df089135ed6ff89a6158d53b5e0d1e00370639b5aa8dfd1a3</cites><orcidid>0000-0001-7776-0874</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s13384-019-00320-8$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s13384-019-00320-8$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27903,27904,41467,42536,51297</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1232127$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Yang, Hongzhi</creatorcontrib><title>The nexus between pre-service teachers' emotional experience and cognition during professional experience</title><title>Australian educational researcher</title><addtitle>Aust. Educ. Res</addtitle><description>Traditional rationalism has treated cognition and emotion separately. Pre-service teachers' emotional experiences during teacher preparation programmes have not been sufficiently discussed in research. This study uses Vygotsky's sociocultural theory perspective to analyse the nature of the emotion-cognition nexus of pre-service teachers during professional experience. Sociocultural theory regards emotions as originated from social interaction and playing a catalytic role for teachers' development. Data were collected from questionnaire surveys and pre- service teachers' narratives. The findings indicate that the prominent factors impacting on the participants' emotional patterns are their students and supervising teachers. In addition, this study reveals the dialectical relationship between pre-service teachers' emotion- cognition, which impact on the development of their professional personality as teachers. During this process, the creation of tools and support from others play key roles in their conceptual and emotional development. The findings imply that pre-service teachers' emotional experience can be used as a resource for their professional growth and development. [Author abstract]</description><subject>Beginning Teachers</subject><subject>Cognition & reasoning</subject><subject>Cognitive Processes</subject><subject>Cooperating Teachers</subject><subject>Education</subject><subject>Educational Policy</subject><subject>Educational Policy and Politics</subject><subject>Educational Psychology</subject><subject>Emotional Development</subject><subject>Emotional Experience</subject><subject>Emotional response</subject><subject>Emotions</subject><subject>Interpersonal Relationship</subject><subject>Interviews</subject><subject>Learning</subject><subject>Narrative inquiry</subject><subject>Preservice Teacher Education</subject><subject>Preservice Teachers</subject><subject>Professional development</subject><subject>Professional Identity</subject><subject>Social Influences</subject><subject>Social Theories</subject><subject>Sociocultural theory</subject><subject>Student teacher attitudes</subject><subject>Student Teachers</subject><subject>Surveys</subject><subject>Teacher education</subject><subject>Teacher Education Programs</subject><subject>Teacher Educators</subject><subject>Teacher Improvement</subject><subject>Teaching</subject><subject>Teaching and Teacher Education</subject><subject>Teaching 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Influences</topic><topic>Social Theories</topic><topic>Sociocultural theory</topic><topic>Student teacher attitudes</topic><topic>Student Teachers</topic><topic>Surveys</topic><topic>Teacher education</topic><topic>Teacher Education Programs</topic><topic>Teacher Educators</topic><topic>Teacher Improvement</topic><topic>Teaching</topic><topic>Teaching and Teacher Education</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Yang, Hongzhi</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences 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| ispartof | Australian educational researcher, 2019-11, Vol.46 (5), p.799-825 |
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| subjects | Beginning Teachers Cognition & reasoning Cognitive Processes Cooperating Teachers Education Educational Policy Educational Policy and Politics Educational Psychology Emotional Development Emotional Experience Emotional response Emotions Interpersonal Relationship Interviews Learning Narrative inquiry Preservice Teacher Education Preservice Teachers Professional development Professional Identity Social Influences Social Theories Sociocultural theory Student teacher attitudes Student Teachers Surveys Teacher education Teacher Education Programs Teacher Educators Teacher Improvement Teaching Teaching and Teacher Education Teaching Methods |
| title | The nexus between pre-service teachers' emotional experience and cognition during professional experience |
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