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Abstract
The present study aimed to assess the influence of an emotional-based program for novice physical education teachers on their perception of the affective domain in teaching, and the influence of the program on their social-emotional orientation. Thirty-two physical educators in their induction year participated. Instrumentations included reflective assignments: individual tasks, a group artwork task, short videos containing student–teacher scenarios, and summary reflections. The study covered tasks that contained a variety of emotional expressions—verbalizing, acting, and art creation. Content analysis was conducted for each of the assignments. The results indicate that the participants felt that they gradually developed an awareness of the role of emotions in their practice. In addition to personal gain, they felt that their empathy for others—especially their students—was enhanced. These results highlight the important influence that an emotional-based program has on physical educators’ social-emotional orientation.
Highlights
The affective domain is part of the human inner world, as well as outer world relationships and communication with others, with implications for the individual’s well-being and quality of social relationships [1,2]
When considering emotions as the mediators between knowledge and behavior [26], we found the affective domain to be a venue of research that can provide practical implications to teacher education programs and to teachers’ professional development programs
We describe the characteristics of the teachers in practicum (TP) expressions and outline examples of episodes that were described by them
Summary
The affective domain is part of the human inner world, as well as outer world relationships and communication with others, with implications for the individual’s well-being and quality of social relationships [1,2]. The emotional environment of a class is of great importance to the development of both students and teachers [4,5,6]. Their interpersonal relationships have a mutual influence on the overall class climate, learning and teaching effectiveness, motivation, and wellbeing [7]. Along the lines of the Organization for Economic Co-operation and Development (OECD) document concerning education in 2030 [9], we believe it is of great importance to equip teachers with the knowledge, values, attitudes, and skills needed to educate current students who will be young adults in an uncertain future. The building blocks that create the framework of learning contain four domains: cognitive and meta-cognitive skills, physical skills, attitudes and values, and social-emotional skills
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