Pregled bibliografske jedinice broj: 851038
Didactic Culture of School and Students’ Emotional Responses (Related to the Teaching Process)
Didactic Culture of School and Students’ Emotional Responses (Related to the Teaching Process) // Proceedings International Journal of Arts and Sciences / Nancy Mathes, ISSI, USA ; Joseph Bonnici, Central Connecticut State University, USA ; Joseph Azzopardi, University of Malta, Malta ; Mary Allen, UniversityPublications.net, USA (ur.). - UniversityPublications.net. (ur.).
Valletta, Malta, 2016. str. 73-81 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
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Naslov
Didactic Culture of School and Students’ Emotional Responses (Related to the Teaching Process)
Autori
Kolak, Ante
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
Proceedings International Journal of Arts and Sciences
/ Nancy Mathes, ISSI, USA ; Joseph Bonnici, Central Connecticut State University, USA ; Joseph Azzopardi, University of Malta, Malta ; Mary Allen, UniversityPublications.net, USA (ur.). - UniversityPublications.net. - , 2016, 73-81
Skup
Conference of the International Journal of Arts and Sciences
Mjesto i datum
Valletta, Malta, 28.02.2015. - 03.03.2015
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
Teacher ; Student ; Emotions ; Emotional response.
Sažetak
Didactic culture of school, as one of the possible approaches to the analysis of school quality, relates to the values, beliefs and meanings ascribed to the experiences in the teaching process. High level of didactic culture refers to permanently introducing a development with the intention to improve teaching process in all of its components. This paper focuses on students’ emotional responses related to the teaching process and attends to the fact that emotions significantly impact learning and teaching, and significantly determines didactic culture of school. Since emotional responses depend of age of students, the author focuses solely on students emotional responses in primary school (13-years-olds). The empirical part of this paper aims at determining the emotional responses of students directed according to specific subjects related to the pleasant emotional responses (liking, satisfaction, curiosity), and unpleasant emotional responses (boredom, fear). By examining the emotional responses of students in the research, the author of this paper plans activities in the school with participants of the research (teachers) who are open minded and ready for changing teaching practice. The author expects identification implicit theory and intellectual model teachers, and a better understanding of one’s own teaching practice related to the students’ emotional responses.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
