How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging situations in day-care settings

Kurki, Kristiina; Järvenoja, Hanna; Järvelä, Sanna; Mykkänen, Arttu

doi:10.1016/j.ijer.2016.02.002

Cited by 36 publications

(40 citation statements)

References 39 publications

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“…We claim, as reported by others [46,47], that teachers in general and STs in particular rarely take the opportunity to process their own feelings [48]. Usually they are occupied with processing their pupils' feelings [49,50]. We join others' claim that the teachers' ability to regulate their emotions is an efficient tool that can ease the achievement of the balance of school events and everyday life hassles regarding emotions-thoughts-behavior relationships [46][47][48].…”

Section: Discussionsupporting

confidence: 68%

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Zach

Ophir

2020

Sustainability

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Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.

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Section: Discussionsupporting

confidence: 68%

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Zach

Ophir

2020

Sustainability

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“…However, classroom strategies are often intertwined and used in multiple situational combinations (e.g. Kurki et al 2016). In this study, the STR interview design was carefully structured, the sample was relatively large and represented the student population in the teacher education program well.…”

Section: Methodological Reflectionsmentioning

confidence: 99%

“…However, due to the complexities of working in the classroom, student teachers' actions may be better approached through an intricate combination of these strategies (Emmer and Stough 2001;Snow, Corno, and Jackson 1996). The strategies that they use in classroom interaction often appear in compositions of various intertwined strategies (Kurki et al 2016). Many studies indicate that one type of strategy may dominate and regulate the use of other strategies in the classroom situation (e.g.…”

Section: Student Teachers' Cognitive Behavioural and Emotional Stratmentioning

confidence: 99%

Student-teachers’ strategies in classroom interaction in the context of the teaching practicum

Heikonen

Toom

Pyhältö

et al. 2017

Journal of Education for Teaching

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Strategies student teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student teachers learning to become teachers. This study investigates the primary strategies student teachers utilised in classroom interaction and the multiple qualities of these strategies. The data were collected from 31 student teachers during their teaching practicum through stimulated recall (STR) interviews focusing on challenging and empowering critical incidents that student teachers chose from their video recorded lessons. The results showed that in challenging classroom incidents, student teachers applied predominantly reactive behavioural strategies, whereas in the empowering situations, student teachers primarily employed proactive cognitive and behavioural strategies. Use of proactive cognitive strategies was typically associated with positive meaningful experiences; hence, they setting the stage for utilizing a more diverse set of proactive strategies in the classroom. Implications for teacher education programmes providing student teachers authentic learning opportunities that promote proactive strategies are discussed.

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“…However, as the findings suggest that the presence of a teacher may increase the likelihood of a child using ineffective emotion regulation strategies, this is an important area to investigate further, and one which could potentially have important educational implications. Of particular interest would be the role primary teachers or peers play in co-regulating children's emotions, something which Kurki, Järvenoja, Järvelä, and Mykkänen (2016) examined in day-care settings.…”

Section: Discussionmentioning

confidence: 99%

Emotion regulation and well‐being in primary classrooms situated in low‐socioeconomic communities

Somerville

Whitebread

2018

Brit J of Edu Psychol

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How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging situations in day-care settings

Cited by 36 publications

References 39 publications

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Student-teachers’ strategies in classroom interaction in the context of the teaching practicum

Emotion regulation and well‐being in primary classrooms situated in low‐socioeconomic communities

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