A Case Study of Elementary School Teachers Attitude and Method of Implementation on Emotional Education

• Main Authors: CHEN, YU-HAN, 陳郁涵
• Other Authors: WANG, CHUN-PING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/9dmj6g

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 107 === This study explored the attitudes of elementary school teachers towards emotional education and the teaching approaches they employed on it. In this study, data was collected and carefully analyzed from semi-structured interviews with four teachers who conducted emotional education, as well as documents closely related or generated through research process. Findings for this case study are summarized as follows： 1. The attitudes of the teachers towards emotional education are: (1) Early intervention and the significant others are both important; (2) Emotional awareness topped a dynamic and bilateral teaching approach; (3) Emotional education served to make a better self; (4) The shift of teacher roles reduced the intensity of attention to emotional education. (5)The orientation of the teacher roles and the constraint of teaching schedule both affected teachers willingness to perform emotional education. 2. Factors that affected teachers’ implementation are : (1) Teacher roles and a busy teaching schedule; (2) Class composition and classroom ambience; (3) Educational policy; (4) The quality of emotional education itself is difficult to assess. 3. Findings from teachers who managed to continue emotional education: (1) Teachersemotional intelligence and self-concept were the key elements; (2) Emotional education was mostly conducted in the forms of experiential learning and classroom management. Based on above-mentioned findings, some suggestions are brought down below: 1. To promote emotional education: (1) The significant others should be conscious of the language they use as well as the ways they behave; (2) Support teachers to increase their emotional intelligence and to value the significance of emotional education. 2. Understanding the course of a teacher’s emotional literacy development is beneficial to unveiling the keys to raising teacher’s emotional competencies, yet it demands further research. Though there have been studies publishing focusing on emotional education, this study brought to light advanced spectrum: 1. A case study approach was adopted to explore the practice of emotional education in school from diverse lenses; 2. Teaching strategies were described and analyzed for reference.