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Autor/in | Ding, Li |
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Titel | Emotions, Attributions, and Identity Change When Teachers Learn Drama Pedagogy for ELT |
Quelle | In: Research in Drama Education, 28 (2023) 4, S.597-612 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-9783 |
DOI | 10.1080/13569783.2022.2163160 |
Schlagwörter | English (Second Language); Second Language Learning; Second Language Instruction; Drama; Professional Identity; Teacher Attitudes; Attitude Change; Attribution Theory; Emotional Response; Teacher Behavior; Learning Processes; Teaching Methods; Language Teachers; Correlation; Faculty Development; Case Studies; Foreign Countries; China English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schauspiel; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Emotionales Verhalten; Teacher behaviour; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Korrelation; Case study; Fallstudie; Case Study; Ausland |
Abstract | This article investigates the correlation between emotion and eventual identity change of five teachers learning drama for ELT, a project that involved the author as a drama expert and researcher. It argues that the participants' attribution patterns, regulated by their teaching beliefs, lead to particular emotional responses to the teaching situations, which in turn leads to certain teaching behaviours. Identity change is only possible if the emotion-attribution-action pattern is subverted. Such subversion is unlikely to happen unless emotions are expressed and held for reappraisal, and when teachers are emotionally affected from within during the learning and implementation process. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |