Affective Competencies of Teachers of Visually Handicapped Students: Identification and Development.

Autor/in	Scholl, Geraldine T.
Titel	Affective Competencies of Teachers of Visually Handicapped Students: Identification and Development.
Quelle	(1982), (31 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Academic Achievement; Affective Behavior; Elementary Secondary Education; Interpersonal Competence; Parent Role; Self Concept; Teacher Education; Teacher Role; Teaching Skills; Visual Impairments + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Schulleistung; Affective disturbance; Active behaviour; Affektive Störung; Interpersonale Kompetenz; Parental role; Elternrolle; Selbstkonzept; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Visual handicap; Sehbehinderung
Abstract	Four papers address issues related to affective competencies needed by teachers of visually handicapped students. In "Role of the Home and Parent in Enhancing Self-Concept," T. Galloway, a parent, describes her experiences in coping with her multiply handicapped child's disabilities and in helping him to feel good about himself. C. Leonard presents a teacher's viewpoint in "Classroom Strategies to Develop Self Concept" in which she cites examples of ways she has dealt with low self concept students. V. Sowell follows with "Affect and Achievement in Visually Handicapped Children," an examination of the effects of self opinion, perceived opinion of others, sense of mastery ability, and social skills. In the final presentation, G. Scholl identifies affective competencies and mastery tasks for "Preparing Teachers to Work with Pupils in the Affective Domain." (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01