The place of the personal: Exploring the affective domain through reflection in teacher preparation

By Melanie Shoffner. 2009

138 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/bf1f7dcfda7be1b0b528ab3da545335fdcfc05c7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. L. Orland-Barak
2. María Brígido
3. V. Mellado
4. M. L. Bermejo
5. M. Hen
6. A. Sharabi‐Nov
7. Susanne E. Hambrusch
8. Ana Belén Borrachero

In Language and Linguistics

1. M. Hen
2. A. Sharabi‐Nov
3. L. Orland-Barak
4. C. Beauchamp
5. Jian Wang

Citations in the corpus

• Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “Second, mentor teachers’ emotional support plays an important role in helping preservice teachers reduce their stress and solve personal impasses in adjusting to the workplace (Hastings, 2008; Shoffner, 2009).”
• Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, background): “It is therefore necessary to develop programmes of intervention and emotional support for prospective teachers (Appleton 2008; Blanco et al. 2010; Koballa et al. 2008; Shoffner 2009) in order for them to gain in emotional competence – an aspect on which we are currently working.”
• Teaching the teachers: emotional intelligence training for teachers (2014, methodology): “In order to deepen our understanding of the teacher’s learning process, and following Shoffner (2009), Shapiro (2009) and Darby’s (2008) argument that a reflective process, and reflective writing in particular, provides a means by which to constructively explore the affective domain in teachers, we…”
• Expanding computer science education in schools: understanding teacher experiences and challenges (2016, background): “Such a community would allow teachers, especially teachers with limited experience, to develop a clear and more elaborate understanding of teaching and learning related to computer science (Levin, 1995; Sho ff ner, 2009).”
• Reflection in teacher education: issues emerging from a review of current literature (2015, background): “Among others, Shoffner (2009) stresses the importance of the affective aspect of student teacher reflections, making the case for attending to the personal dimen-”