Teacher Perceptions of Student Developmental Needs: It's All Emotional

Autor/inn/en	Hinchcliff, Elizabeth B.; Newberry, Melissa A.
Titel	Teacher Perceptions of Student Developmental Needs: It's All Emotional
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 9, S.55-72, Artikel 4 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Teacher Attitudes; Middle School Teachers; Middle School Students; Student Needs; Teacher Student Relationship; Emotional Development; Social Development; Adolescent Development; Early Adolescents; Security (Psychology); Classroom Environment; Caring; Public Schools; Charter Schools + Suchen Sie Ihr Suchwort? Lehrerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Gefühlsbildung; Soziale Entwicklung; Security; Psychology; Sicherheit; Klassenklima; Unterrichtsklima; Care; Pflege; Sorge; Betreuung; Public school; Öffentliche Schule; Charter school; Charter-Schule
Abstract	Previous research has suggested that emotional and social developmental domains configure most prominently for adolescents in the classroom. In this qualitative study, we first aimed to explore teachers' perspectives of students' needs, then to explore the ways that teachers came to understand those needs, and how that understanding informed their practice of attending to student needs in the classroom. Findings suggest that teachers, also, are more attuned to the emotional domain, interpreting all needs displayed by students through an emotional lens. Additionally, teachers used emotion as an entry point to connect with students and sought to support student development through attending to personal relationships, creating safe learning spaces, and showing care for students. Teachers' sources of emotional awareness varied through personal histories and experiences in the profession. Implications for teacher preparation programs are discussed, including the need for greater focus to prepare teachers for the emotion needs of their students. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01