How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education

Autor/in	Quinlan, Kathleen M.
Titel	How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education
Quelle	In: College Teaching, 64 (2016) 3, S.101-111 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2015.1088818
Schlagwörter	Higher Education; Emotional Response; Emotional Intelligence; Teacher Student Relationship; Metacognition; Affective Behavior; Relevance (Education); Learner Engagement; Educational Practices; Peer Relationship; Teaching Experience; Learning Experience + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Emotionales Verhalten; Emotionale Intelligenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Affective disturbance; Active behaviour; Affektive Störung; Relevance; Relevanz; Bildungspraxis; Peer-Beziehungen; Lernerfahrung
Abstract	The role of emotions in learning and teaching has largely been neglected in educational literature, particularly in higher education. Yet there are signs of increased interest in emotions in recent literature. This paper argues that emotions are a vital aspect of relationships. How we feel with and about others is central to the quality of those relationships. Thus, emotions matter in college teaching and learning as an aspect of enriching social and relational experiences that support student development. This paper discusses four key relationships in higher education: students with subject matter; students with teachers; students with other students; and students with their developing selves. For each key relationship, key literature is referenced, and suggestions for enhancing practice are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01