Incorporating Hypnotic Suggestion into Teacher Education Programs: Emotional and Cognitive Implications for Teachers

Autor/in	Ghasemi, Farshad
Titel	Incorporating Hypnotic Suggestion into Teacher Education Programs: Emotional and Cognitive Implications for Teachers
Quelle	In: Australian Journal of Applied Linguistics, 2 (2019) 3, S.83-103 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Cognitive Processes; Teacher Attitudes; Intervention; Content Analysis; Faculty Development; Attitude Change; Beginning Teachers; Experienced Teachers; Emotional Experience; Psychological Patterns; Self Esteem; Fatigue (Biology); Self Control; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Cognitive process; Kognitiver Prozess; Lehrerverhalten; Inhaltsanalyse; Attitudinal change; Einstellungsänderung; Junior teacher; Junglehrer; Self-esteem; Selbstaufmerksamkeit; Fatigue; Ermüdung; Selbstbeherrschung; Ausland
Abstract	This study is a report on the emotional and cognitive impact of hypnotic suggestion on EFL teachers' practices. Twenty-five EFL teachers participated in two hypnotic suggestion sessions plus a self-suggestion training class to enhance their emotional and cognitive experiences. To understand teachers' emotional state, pre-intervention interviews were used, and post-intervention interviews were employed to assess the effects of the hypnotic suggestion intervention. Through content analysis, we found that the emotional experience of novice and expert teachers differed significantly. Furthermore, the effect of hypnotic suggestion on teachers' emotions, cognition, and practice was significant and conducive to change in their perspectives toward hypnotic suggestion programs. Thorough theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01