The emotional experience of learning and teaching / / by Elsie Osborne

• Record Nr.: UNINA9910781279103321
• Autore: Osborne Elsie
• Pubbl/distr/stampa: Boca Raton, FL : , : Routledge, an imprint of Taylor and Francis, , [2018]; ©1993
• ISBN: 0-429-92061-X; 0-429-90638-2; 0-429-48161-6; 1-283-06825-7; 9786613068255; 1-84940-151-9
• Edizione: [First edition.]
• Descrizione fisica: 1 online resource (174 p.)
• Collana: Routledge education books The emotional experience of learning and teaching
• Altri autori (Persone): HenryGianna; OsborneElsie L (Elsie Letitia)
• Disciplina: 371.102/3
• Soggetti: Learning; Teacher-student relationships; Interaction analysis in education; Parent-teacher relationships
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. 155).
• Nota di contenuto: COVER; Contents; Foreword; Introduction; Part I Beginnings; Part II Learning to understand the nature of relationships; Part III Understanding the individual child in the classroom; Part IV Work with families and professional colleagues; Part V Endings; Further reading
• Sommario/riassunto: Our learning in infancy, and for a considerable period afterwards, takes place in a dependent relationship to another human being. The quality of this relationship is vitally important for our development, since it deeply influences the hopefulness required to remain curious and open to new experiences, and the capacity to perceive connections and to discover their meanings. This book examines the relationship between student and teacher in a way that will be of help to teachers at every level of the education system, from infant school through to university. ; It heightens the reader's awareness of the emotional factors that enter into the process of learning and teaching, and aims at a better understanding of the nature of the interactions between student and teacher. The authors examine the hopes and fears with which teachers confront their task and consider how these affect their role of facilitators of the pupils' development.