tailieunhanh - Mapping the emotional journey of teaching

This paper will explore the use of Novakian concept mapping as a means of visualising and tracing the range of emotions inherent within any teaching experience. It will focus in particular on its use within higher education, where the presence of emotion has traditionally been disregarded or seemingly suppressed. The example of undergraduate teaching of the law degree will be used as an area where the role of emotion is particularly undertheorised. This paper will assess the effectiveness of concept mapping as a tool to enable academics to explicitly acknowledge, and reflect upon, the existence of emotion, both in terms of their individual teaching experiences, their collective teaching journey through a course or qualification and their students’ learning journey. It will also consider how use of this technique at a collective level could identify areas of pedagogic frailty, which may arise due to the misinterpreting, mishandling or suppression of emotion. The various opportunities and challenges arising from this application of concept mapping techniques will be discussed, drawing on a small, empirical pilot study, and leading to the conclusion that it has a useful and significant role to play within an emerging field of enquiry. | Knowledge Management E-Learning . Sep 2017 Mapping the emotional journey of teaching Emma Jones The Open University UK inn Knowledge Management E-Learning An International Journal Knowledge Management E-Learning An International Journal KM EL ISSN 2073-7904 Recommended citation Jones E. 2017 . Mapping the emotional journey of teaching. Knowledge Management E-Learning 9 3 275-294. Knowledge Management E-Learning 9 3 275-294 Mapping the emotional journey of teaching Emma Jones The Open University UK E-mail Corresponding author Abstract This paper will explore the use of Novakian concept mapping as a means of visualising and tracing the range of emotions inherent within any teaching experience. It will focus in particular on its use within higher education where the presence of emotion has traditionally been disregarded or seemingly suppressed. The example of undergraduate teaching of the law degree will be used as an area where the role of emotion is particularly undertheorised. This paper will assess the effectiveness of concept mapping as a tool to enable academics to explicitly acknowledge and reflect upon the existence of emotion both in terms of their individual teaching experiences their collective teaching journey through a course or qualification and their students learning journey. It will also consider how use of this technique at a collective level could identify areas of pedagogic frailty which may arise due to the misinterpreting mishandling or suppression of emotion. The various opportunities and challenges arising from this application of concept mapping techniques will be discussed drawing on a small empirical pilot study and leading to the conclusion that it has a useful and significant role to play within an emerging field of enquiry. Keywords Concept mapping Emotional journey Teaching Higher education Law School Pedagogic frailty Biographical notes Dr. Emma Jones is a lecturer in law at The Open University s Law .

• Giáo dục học
• Motional journey of teaching
• Mapping the emotional journey
• The emotional journey
• Higher education
• Pedagogic frailty
• Risk aversion versus risk management
• Risk management
• The context of pedagogic frailty
• Psychological literacy
• Transitioning from face to face to online
• Exploration into pedagogic frailty
• Learning design
• Professional development
• Concept mapping
• Excellent concept maps
• Professional values
• Academic development
• Knowledge structures