Affective Knowledge versus Affective Pedagogy: The Case of Native Grammar Learning

Autor/inn/en	Ainsworth, Steph; Bell, Huw
Titel	Affective Knowledge versus Affective Pedagogy: The Case of Native Grammar Learning
Quelle	In: Cambridge Journal of Education, 50 (2020) 5, S.597-614 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1751072
Schlagwörter	Grammar; Affective Behavior; Teaching Methods; Emotional Response; Student Teacher Attitudes; Learning Processes; Knowledge Level; National Curriculum; Foreign Countries; Teacher Education Programs; Elementary School Teachers; English Instruction; Course Descriptions; United Kingdom (England) + Suchen Sie Ihr Suchwort? Grammatik; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Emotionales Verhalten; Learning process; Lernprozess; Wissensbasis; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English langauage lessons; Englischunterricht; Kursstrukturplan
Abstract	In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, they explore student teachers' affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. They argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. They also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01