Tonalità emotiva, con-essere e comportamento dirompente in classe: la prospettiva psicologica incontra la fenomenologia
DOI:
https://doi.org/10.6092/issn.1825-8670/10815Parole chiave:
Fenomenologia, Tonalità emotive, Con-essere, Comportamento dirompente, Formazione scolasticaAbstract
L’articolo illustra alcuni risultati del progetto “Teachers’ Skillful Coping with Disruptive Behavior in Norwegian and American Classrooms”. Si riflette sia sul modo in cui un comportamento dirompente potrebbe influenzare il con-essere degli insegnanti rispetto agli studenti, sia sulla forma in cui le tonalità emotive potrebbero influenzare il modo di affrontare tali comportamenti da parte degli insegnanti. Si ritiene che le pratiche in classe siano caratterizzate da una “sintonizzazione condivisa” e che vi sia un’interdipendenza tra insegnanti e studenti. Si ritiene altresì che un comportamento dirompente potrebbe influenzare negativamente le tonalità emotive degli insegnanti. Si indaga come gli insegnanti potrebbero gestire le proprie tonalità emotive quando incontrano comportamenti degli studenti che percepiscono come problematici. L’analisi condotta affonda le proprie radici nel campo della psicologia, ma tenta di stabilire un dialogo con la fenomenologia per comprendere il contesto in cui gli insegnanti affrontano il comportamento dirompente in classe.
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