Affective Approaches to Career Education. Leader's Guide. Resource Monograph No. 13.

Institution	Florida Univ., Gainesville. P. K. Yonge Lab. School.
Titel	Affective Approaches to Career Education. Leader's Guide. Resource Monograph No. 13.
Quelle	(1974), (92 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Affective Behavior; Affective Objectives; Attitude Measures; Career Education; Classroom Environment; Elementary Education; Elementary School Teachers; Inservice Teacher Education; Instructional Materials; Leaders Guides; Measurement Instruments; Open Education; Process Education; Program Attitudes; Teacher Attitudes; Teacher Improvement; Teacher Workshops; Teaching Methods; Values; Values Clarification; Florida + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Arbeitslehre; Klassenklima; Unterrichtsklima; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Führungsinstrument; Offene Erziehung; Offener Unterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Wertbegriff; Wertbewusstsein
Abstract	The document is the leader's guide to a workshop designed to provide teachers with experiences which will assist them in developing more positive attitudes toward career education and in using affective approaches to curriculum. It contains all materials in the participant's handbook, including a measurement instrument. A suggested schedule provides for eight two-hour sessions. Career education is introduced as a responsibility of the total educational program; an open, safe atmosphere is created and common goal expectations established. The valuing process is introduced; teachers participate in the types of educational activities which structure experiences in the affective domain. Some adult-level values clarification experiences specifically related to career education are structured. Resource lists and materials to increase participants' awareness of teacher behavior which influence classroom atmosphere are provided. Concern for classroom atmosphere is then focused on the influence of student behavior on class participation. The impact of psychological atmosphere on student perception and participation is examined, and techniques for eliciting participation by students who have not been otherwise successful are presented. Time is allowed for participatnt development of classroom applications, sharing, and feedback. The final component structures time for participants' assessment of the workshop and its relevance to the classroom. (AJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC