Safe Spaces or a Pedagogy of Discomfort? Senior High-School Teachers' Meta-Emotion Philosophies and Climate Change Education

Autor/in	Ojala, Maria
Titel	Safe Spaces or a Pedagogy of Discomfort? Senior High-School Teachers' Meta-Emotion Philosophies and Climate Change Education
Quelle	In: Journal of Environmental Education, 52 (2021) 1, S.40-52 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2020.1845589
Schlagwörter	High School Teachers; Teacher Attitudes; Climate; Change; Environmental Education; Emotional Response; Teaching Methods; Educational Philosophy; Coaching (Performance); Foreign Countries; Coping; Neoliberalism; Sweden + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Klima; Wandel; Umweltbildung; Umwelterziehung; Umweltpädagogik; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Bewältigung; Neo-liberalism; Neoliberalismus; Schweden
Abstract	The aim of this study is to explore senior high-school teachers' beliefs about the role of emotions in climate change education and their perception of how they deal with emotional reactions in the classroom. The theoretical framework consists of meta-emotion philosophies, teachers' beliefs, and critical emotion theories. Sixteen Swedish teachers were interviewed. Four overarching emotion beliefs were identified: a disapproving view, a danger-oriented view, a partial acceptance view, and a complexity view. Four overarching coaching themes were found: avoidance, action-based and reappraisal-based coaching, strategies to approach negative emotions, and flexibility and adjustment-based coaching. Implications for teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01