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.
Riferimenti bibliografici
Bear, G. G. (2010). School discipline and self-discipline: a practical guide to promoting prosocial student behavior. New York: Guilford Press.
Befring, E. (2015). Forskningsmetoder i utdanningsvitenskap. Oslo: Cappelen Damm Akademisk.
Bjørnsrud, H., & Nilsen, S. (2012). Tidlig innsats - bedre læring for alle?. Oslo: Cappelen Damm Akademisk.
Böhme, G. (1993). Atmosphere as the fundamental concept of a new aesthetics. Thesis Eleven, 36(1), 113-126. https://doi.org/10.1177/072551369303600107
Bohn, C. M., Roehrig, A. D., & Pressley, M. (2004). The first days of school in the classroom of two more effective and four less effective primary-grades teachers. The Elementary School Journal, 104(4), 269-287. https://doi.org/10.1086/499753
Bollnow, O. F. (1989). The pedagogical atmosphere: The perspective of the educator. Phenomenology + Pedagogy, 7, 37-63. https://doi.org/10.29173/pandp15109
Bollnow, O. F. (2017). The Nature of Stimmungen. Philosophia, 45, 1399-1418. https://doi.org/10.1007/s11406-017-9923-z
Buli-Holmberg, J., Nilsen, S., & Skogen, K. (2015). Kultur for tilpasset opplæring. Oslo: Cappelen Damm Akademisk.
Capa-Aydin, Y., Sungur, S., & Uzuntiryaki, E. (2009). Teacher self-regulation: examining a multidimensional construct. Educational Psychology, 29(3), 345-356. https://doi.org/10.1080/01443410902927825
Clunies‐Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-710. https://doi.org/10.1080/01443410802206700
Colvin, G. (2010). Defusing disruptive behavior in the classroom. Thousand Oaks: Corwin Press.
Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks: SAGE Publications, Inc.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: SAGE Publications, Inc.
Dreyfus, H. L. (1991). Being-in-the-world: A commentary on Heidegger's Being and time. London: MIT Press.
Dreyfus, H. L. (2004). What could be more intelligible than everyday intelligibility? Reinterpreting divison I of Being and time in the light of division II. Bulletin of Science, Technology and Society, 24(3), 265-274. https://doi.org/10.1177/0270467604264993
Dreyfus, H. L. (2013). Being-with-others. In M. Wrathall (Ed.), The Cambridge companion to Heidegger's Being and time (pp. 145-156). Cambridge: Cambridge University Press.
Dreyfus, H. L. (2014). Skillful Coping: Essays on the phenomenology of everyday perception and action. Oxford: Oxford University Press.
Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: The Free Press.
Dreyfus, H. L., & Kelly, S. D. (2011). All things shining: Reading the western classics to find meaning in a secular age. New York: The Free Press.
Dreyfus, H. L., & Wakefield, J. C. (2014). From depth psychology to breadth psychology: A phenomenological approach to psychopathology. In H. L. Dreyfus, & M. Wrathall (Eds.), Skillful coping: Essays on the phenomenology of everyday perception (pp. 168-182). Oxford: Oxford University Press.
Dreyfus, H. L., & Wrathall, M. A. (2007). Martin Heidegger: An introduction to his thought, work and life. In H. L. Dreyfus, & M. Wrathall (Eds.), A Companion to Heidegger (pp. 1-16). Malden: Blackwell Publishing.
Dreyfus, S. E. (2004). The five-stage model of adult skill acquisition. Bulletin of Science, Technology & Society, 24(3), 177-181. https://doi.org/10.1177/0270467604264992
Dreyfus, S. E., Dreyfus, H. L., & Rousse, B. S. (2016). Foreword to Gloria P. Flores, Learning to learn and the navigation of moods: The meta-skill for the Acquisition of Skills. In G. P. Flores (Ed.), Learning to learn and the navigation of moods: The meta-skill for the Acquisition of skills (pp. ix-xii). Pluralistic Networks Publishing.
Duesund, L. (2017). Fellesskap og klasser med uro. In S. Nilsen (Ed.), Inkludering og mangfold: Sett i et spesialpedagogisk perspektiv (pp. 155-181). Oslo: Universitetsforlaget.
Duesund, L., & Ødegård, M. (2018a). Students' perceived experience of disruptive behavior in schools: A comparative study between schools in the US and Norway. Nordic Studies in Education, 38(2), 138-154. https://doi.org/10.18261/issn.1891-5949-2018-02-04
Duesund, L., & Ødegård, M. (2018b). Students’ perception of reactions towards disruptive behaviour in Norwegian and American schools. Emotional and Behavioural Difficulties, 23(4), 410-423. https://doi.org/10.1080/13632752.2018.1469847
Elpidorou, A., & Freeman, L. (2015). Affectivity in Heidegger I: Moods and emotions in Being and time. Philosophy Compass, 10(10), 661-671. https://doi.org/10.1111/phc3.12236
Farrell, T. S. C. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19. https://doi.org/10.1016/j.system.2016.07.005
Flores, G. P. (2016). Learning to learn and the navigation of moods: The meta-skill for the acquisition of skills. Pluralistic Networks Publishing.
Friedlander, E. (2011). A mood of childhood in Benjamin. In H. Kenaan, & I. Ferber (Eds.), Philosophy's moods: The affective grounds of thinking (pp. 39-50). Dordrecht: Springer Netherlands.
Gottlieb, D. (2015). Education reform and the concept of good teaching (Routledge international studies in the philosophy of education). New York: Taylor & Francis.
Greene, R. W. (2014). Lost at school. Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner.
Heidegger, M. (1949). Existence and being. Chicago: Henry Regnery Company.
Heidegger, M. (1962). Being and time. Oxford: Blackwell Publishing.
Heidegger, M. (1988). The essence of truth. London: Continuum.
Heidegger, M. (2008). Being and time. New York: Harper & Row Publishers.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Jeon, L., Hur, E., & Buettner, C. K. (2016). Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping. Journal of School Psychology, 59, 83-96. https://doi.org/10.1016/j.jsp.2016.09.006
Juvonen, J. (2007). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42(4), 197-208. https://doi.org/10.1080/00461520701621046
Kauffman, J. M., Mostert, M. P., Trent, S. C., & Pullen, P. L. (2010). Managing classroom behavior: A reflective cased-based approach (5th ed). Boston: Pearson.
Kenaan, V. L. (2011). Thauma Idesthai: The mythical origins of philosophical wonder. In H. Kenaan, & I. Ferber (Eds.), Philosophy's moods: The affective grounds of thinking (pp. 13-26). Dordrecht: Springer Netherlands.
Krebs, A. (2017). Stimmung: From mood to atmosphere. Philosophia, 45, 1419-1436. https://doi.org/10.1007/s11406-017-9890-4
Kvale, S., & Brinkman, S. (2009). Interviews: Learning the craft of qualitative interviewing. London: SAGE Publications, Inc.
Leflot, G., Lier, P., Onghena, P., & Colpin, H. (2010). The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game. Journal of Abnormal Child Psychology, 38, 869-882. https://doi.org/10.1007/s10802-010-9411-4
Martella, R. C., Nelson, R. J., Marchand-Martella, N. E., & O'Reilly, M. (2012). Comprehensive behavior management. Individualized, classroom and schoolwide approaches. Thousand Oaks: SAGE Publications, Inc.
Nash, P., Schlösser, A., & Scarr, T. (2016). Teachers’ perceptions of disruptive behaviour in schools: a psychological perspective. Emotional and Behavioural Difficulties, 21(2), 167-180. https://doi.org/10.1080/13632752.2015.1054670
Ødegård, M. (2011). Disorder in schools: Dasein & absorbed coping (master's thesis). Oslo: University of Oslo.
Ødegård, M. (2014). Uro i skolen og den menneskelige væremåte. Norsk Pedagogisk Tidsskrift, 98(3), 203-212.
Ødegård, M. (2017). A comparative study of disruptive behavior between schools in Norway and the United States. A conceptual and empirical exploration of disruptive behavior in schools. (Doctoral dissertation). Oslo: University of Oslo. Retrieved 28 September, 2020 from https://www.duo.uio.no/bitstream/handle/10852/59214/PhD-Odegaard-2017.pdf?sequence=4&isAllowed=y
Ødegård, M. (2019). Being-disrupted and being-disruptive: Coping students in uncertain times. SAGE Open, 9(1), 1-9. https://doi.org/10.1177/2158244018822378
Opdal, P. M. (2001). Curiosity, wonder and education seens as perspective development. Studies in Philosophy and Education, 20, 331-344. https://doi.org/10.1023/A:1011851211125
Pressley, T., Croyle, H., & Madison, E. (2020). Different approaches to classroom environments based on teacher experience and effectiveness. Psychology in the Schools, 57(4), 606-626. https://doi.org/10.1002/pits.22341
Ratcliffe, M. (2013). Why mood matters. In M. Wrathall (Ed.), The Cambridge companion to Heidegger’s Being and time (Cambridge companions to philosophy) (pp. 157-176). Cambridge: Cambridge University Press.
Schmid, H. B. (2014). Plural self-awareness. Phenomenology and the Cognitive Sciences, 13(1), 7-24.
Searle, J. R. (1990). Collective intention and action. In P. Cohen, J. Morgan, & M. Pollack (Eds.), Intentions in communication (Bradford books) (pp. 401-415). Cambridge, Mass: MIT Press.
Shin, H., & Ryan, A. M. (2017). Friend influence on early adolescent disruptive behavior in the classroom: Teacher emotional support matters. Developmental Psychology, 53(1), 114-125. https://doi.org/10.1037/dev0000250
Shulman, L. (1987). Knowledge and teaching: Foundations of the New Reform. Educational Researcher, 15(2), 4-14.
Skårderud, F., & Duesund, L. (2014). Mentalisering og uro. Norsk Pedagogisk Tidsskrift, 98(3), 152-164.
Solomon, R., & Flores, F. (2001). Building trust: In business, politics, relationships and life. New York: Oxford University Press.
Stronge, J. H. (2018). Qualities of effective teachers. Alexandria, VA: ASCD.
Tschanen-Moran, M. (2014). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. New York: Taylor Francis.
Wolf, B. (2019). Atmospheres of Learning, Atmospheric Competence. In T. Griffero, & M. Tedeschini (Eds.), Atmosphere and Aesthetics: A Plural Perspective (pp. 209-221). Cham: Springer International Publishing.
Zwozdiak-Myers, P. (2012). The teacher's reflective practice handbook : becoming an extended professional through capturing evidence-informed practice. London: Routledge.
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2020 Magnar Ødegård
2
Questo articolo è soggetto a licenza Creative Commons Attribution 3.0 Unported License.
