This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Rosiek, J. Search for Related Content Social Bookmarking                         What's this?

Emotional Scaffolding

An Exploration of the Teacher Knowledge at the Intersection of Student Emotion and the Subject Matter

University of Alabama

The practical knowledge that enables good teaching has emerged over the past decade as an area of critical interest to educational researchers. This article reports on insights gathered during a series of teacher practical knowledge research projects that took place over a 10-year period with more than 40 teacher interns and experienced teachers. The groups were convened for the purpose of critiquing and refining the concept of pedagogical content knowledge. One practice that became a focus of inquiry in these groups was the tailoring of pedagogical representations to influence students’ emotional response to some specific aspect of the subject matter being taught. This practice was named emotional scaffolding. Several examples of emotional scaffolding are provided and a typology of approaches to emotional scaffolding is offered. Possible implications for teacher knowledge theory and teacher education curriculum are explored.

Key Words: teacher knowledge • emotion • pedagogical content knowledge • culture • context

Journal of Teacher Education, Vol. 54, No. 5, 399-412 (2003)
DOI: 10.1177/0022487103257089


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?