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首页> 外文期刊>The journal of environmental education >Safe spaces or a pedagogy of discomfort? Senior high-school teachers' meta-emotion philosophies and climate change education
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Safe spaces or a pedagogy of discomfort? Senior high-school teachers' meta-emotion philosophies and climate change education

机译：安全的空间或婴儿的不适？ 高中教师元情感哲学和气候变化教育

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摘要

The aim of this study is to explore senior high-school teachers' beliefs about the role of emotions in climate change education and their perception of how they deal with emotional reactions in the classroom. The theoretical framework consists of meta-emotion philosophies, teachers' beliefs, and critical emotion theories. Sixteen Swedish teachers were interviewed. Four overarching emotion beliefs were identified: a disapproving view, a danger-oriented view, a partial acceptance view, and a complexity view. Four overarching coaching themes were found: avoidance, action-based and reappraisal-based coaching, strategies to approach negative emotions, and flexibility and adjustment-based coaching. Implications for teacher education are discussed.
机译：本研究的目的是探索高中教师的信念，了解情绪在气候变化教育中的作用及其对如何应对课堂情绪反应的看法。 理论框架包括元情感哲学，教师信仰和批判性情绪理论。 六个瑞典教师接受了采访。 确定了四个总体情绪信念：不赞成的观点，危险导向，部分接受视图和复杂性观点。 发现了四个总体教练主题：避免，基于动作和基于重复的教练，策略接近负面情绪，以及灵活性和基于调整的教练。 讨论了教师教育的影响。

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