Prof. Dra. Jennifer A. Vadeboncoeur
Facultad de Educación
The University of British Columbia
Campus Vancouver, Canadá.
Especialista en aprendizaje social y emocional en ambientes escolares, aproximaciones socioculturales al aprendizaje y la enseñanza y pedagogía crítica.
Recreating social futures: Emotion and imagination in alternative education.
Alternative education has existed for as long as public education. Sometimes called second chance schooling, there is often a stigma attached to the students who attend and the teachers who work with them. There is also heated debate around alternative schooling: that it allows public schools to push out students who are deemed “different” so that public schooling does not need to change to meet the needs of all students. While there is little doubt that alternative schools may be “spaces of difference” (Vadeboncoeur, 2009), research suggests that a central difference of alternative education is its potential for engaging students and teachers in projects of the moral imagination, or learning, unlearning, and transforming how we create relationships with others, how we value others, and how we see ourselves in relationships together. Moral imagination relies on a unity of emotion and cognition: feeling though the experiences and perspectives of others and making decisions regarding how to relate to and care for the needs of others. Grounded in Vygotsky’s (1967, 1997, 2004) perspectives on emotion and imagination, this presentation examines the ways in which engagement in alternative schools draws upon and shapes the moral imagination of students and teachers through critical qualitative data from across studies in the US, Australia, and Canada with implications for social futures.
Prof. Dr. Reinhard Pekrun
Facultad de Psicología y Ciencias de la Educación
Ludwig-Maximilians Universität München
Especialista en motivación y emoción, evaluación educativa, instrucción efectiva en el aula y entornos de aprendizaje en las escuelas.
Achievement Emotions: Functions, Origins, and Implications for Practice
Emotions are ubiquitous in achievement settings. Various emotions are experienced in these settings, such as enjoyment, hope, pride, anger, anxiety, shame, or boredom. Despite the relevance of these emotions for learning, performance, and well-being, they have not received much attention by researchers, test anxiety studies and attributional research being notable exceptions. During the past ten years, however, there has been growing recognition that achievement emotions are central to individual and collective productivity. In this presentation, I will use Pekrun’s (2006) control-value theory of achievement emotions as a conceptual framework to address the following issues. (1) Which emotions are experienced in achievement settings and how can they be measured? (2) Are achievement emotions functionally important for learning and performance? Test anxiety research has shown that anxiety can exert profound effects on cognitive performance; is this true for other achievement emotions as well? (3) How can we explain the development of these emotions, what are their individual and social origins? To provide answers, the emotional implications of cognitive appraisals, achievement goals, and social environments will be discussed. (4) Are achievement emotions and their functions universal, or do they differ between task domains, genders, and cultures? (5) How can achievement emotions be regulated and treated, and what are the implications for psychological and educational practice? In closing, open research problems will be addressed, including the prospects of neuroscientific research, strategies to integrate idiographic and nomothetic methodologies, and the need for intervention studies targeting achievement emotions.