عنوان

Emotions in classroom microsituations :

شماره

TLets639828

عنوان اصلي

Emotions in classroom microsituations :

نام عام مواد

[Thesis]

نام نخستين پديدآور

Encinas Sánchez, Lilia Mabel

عنوان اصلي به قلم نويسنده ديگر

a sociocultural perspective

نام ناشر، پخش کننده و غيره

University of London Institute of Education

تاریخ نشرو بخش و غیره

2014

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

University of London Institute of Education

امتياز متن

2014

متن يادداشت

The central argument of this thesis is that a sociocultural approach, based on Vygotsky's work, allows embracing simultaneously both the individual and the social aspects of emotions. The thesis comprises two parts. Sociological and psychological literatures about the study of emotions are reviewed to show the difficulties that these disciplines have faced in accounting for both the physiological and the cultural aspects of emotions simultaneously. In the first part of the thesis, I build an all-embracing historical psychological approach that pulls together aspects of Vygotsky's work in order to overcome those difficulties. In so doing, my investigation of what emotions 'are' has changed to acknowledge the need to investigate what emotions 'do' in social contexts and interactions. The study of emotions, I argue, needs to avoid their separation from the context in which they emerge to overcome the separation of individual and social aspects of emotions. The second part of this thesis consists of an exploration of the necessary traits for an adequate sociocultural study of emotions in the classroom. This involves the analysis of emotions as they feature within pedagogic practices that take place in four classrooms, through a detailed examination of video-recorded microsituations. Three foci are constructed to discuss situated emotions: context, social practice and microhistory. The empirical study offers the basis for two conclusions. First, through the data analysis I show diverse ways in which teachers accompany, encourage and 'contain' or 'regulate' emotions as part of the interactions that take place in classrooms. Second, I offer an outline of a sociocultural approach to the study of emotions which does not separate their individual and social aspects. Finally, I discuss some of the implications of this study for teachers' practices and for future research.

موضوع مستند نشده

Culture, Communication and Media

مستند نام اشخاص تاييد نشده

Encinas Sánchez, Lilia Mabel

مستند نام تنالگان تاييد نشده

University of London Institute of Education

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y