Affective Teacher Education: Exploring Connections among Knowledge, Skills, and Dispositions
Patrice R. LeBlanc, Nancy P. Gallavan
R&L Education, Feb 16, 2009 - Education - 232 pages
Affective Teacher Education is one of the first books to provide teacher educators, classroom teachers, school administrators, and teacher candidates with research and recommendations related to affective education. All teachers want to become professional educators; they want find satisfaction and reward in their chosen careers. Likewise, all teachers want to show their students in all grade levels and in all subject areas how to acquire, apply, and appreciate appropriate dispositions or outlooks related to the course content and as a community of learners. This book guides and supports teachers to fulfill these two goals. Each chapter explores a different aspect of affective education and offers the reader useful suggestions to prompt self-assessment, professional conversations, and developmental activities. Affective Teacher Education helps teachers to visualize teaching and learning holistically, linking the knowledge, skills, and dispositions that students need to know, do, and feel, to achieve in school and become lifelong learners.
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81 Johnson academic achievement affective education antisocial behavior assessment attitudes behaviors and dispositions beneﬁts chapter character development Character Education Partnership character education programs Class CW Class TH classroom teachers cognitive Cohen College component concept conﬂict resolution Control Classes cooperative learning curriculum D. W. Johnson 81 deﬁne Early Childhood educa effect size emotional learning experiences Fenstermacher ﬁeld ﬁndings ﬁrst goals grade Hispanic implementation important individuals inﬂuence instruction interactions interns interpersonal Interpersonal Attraction invitational education Journal learners LeBlanc mediation Metlife Miami-Dade County middle school moral character moral development Nova Southeastern University one’s outcomes participating peer percent person positive profes professional dispositions promote prosocial psychological reﬂective relationships responsible school counselor service learning signiﬁcant social and emotional social competence social skills speciﬁc SSBS success survey teacher candidates teacher dispositions teacher education programs teaching tion traits University University of Memphis USDOE Walberg Zins