10 SES 13 E, Emotion in Teacher Education –From Theory to Practice
On the Possibility Of Measuring The Emotional Experience Of Lessons In Elementary School Students Emotions are present in the classroom and (according to the authors who professionally deal with the teaching process) we can say that they are reflected in what we call “emotional climate”, which can be pleasant or unpleasant. According to many studies, students have shown greater desire for self-improvement in classrooms with positive emotional support climate (Goodenow, 1993; Wentzel, 1994) as well as self-regulation when it comes to learning methods (Ryan and Patrick, 2001). How to represent the emotional outcome of teaching and how to objectively measure it has been the subject of many studies over the past twenty years (Ainlei, Hidi, Berndorff, 2002; Pekrun, Goetz, Titz, Perri, 2002; Schutz & Davis, 2000; Turner, Husman & Schallert, 2002). The authors Bradley and Langsuggest the emotions should be measured using semantic differential (Bradley, Lang,1994). The author Ranđelović (Ranđelović, 2017) also chooses semantic differential as a metric to express emotions in the classroom. This paper presents two examples of measuring the emotions in the classroom as one of the aspects of teaching efficiency. According to Ranđelović (Ranđelović, 2017, p. 169), the emotional experience of the lesson should be able to evaluate the emotional component of teaching. Favorable emotional state is reflected in the overall feeling of satisfaction, pleasant mood, relaxation, while positively assessed and experienced teaching content (as pleasant, inspirational, etc.) speaks in favor of a successful emotional experience of the lesson. In the above-mentioned research, the emotional experience of the lesson is expressed through three specific characteristics: a) students’ emotional state; b) semantic experience of individual concepts related to teaching content, and c) average intensity of the emotional experience of the lesson. In his second paper, the author Ranđelović (Ranđelović, 2013) confirms good psychometric characteristics of the applied instrument used to measure the emotional experience of the lesson, and at the same time emphasizes the fact that this instrument can also be used for younger elementary school students (11 to 12 years of age). The results of the study conducted by Ranđelović (Ranđelović, 2013) show that students feel much more pleasant and positive when teaching is adapted to their specific preferences regarding learning styles. Key words: emotional experience of the lesson, semantic differential, elementary school students, learning styles.
Goodenow, C. (1993), Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43. Wentzel, K. R. (1995), Teachers who care: Implications for student motivation and classroom behavior. Washington DC: Office of Education Research Improvement. Ryan, A. M., Patrick, H. (2001), The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437-460 Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning and the psychological processes that mediate their relationships. Journal of Educational Psychology, 94(3), 546–561. Pekrun, R., Goetz, T., Titz,W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105 Bradley, M. M., Lang, P.J. (1994). Measuring emotion: the Self-Assessment Manikin and the Semantic Differential. J Behav. Ther. Exp. Psychiatry, 25(1):49-59. Ranđelović, D. (2017). Efikasnost i psihološke osnove nstave putem rešavanja problema uviđanjem. Kosovska Mitrovica: Filozofski fakultet.
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