Supporting Preservice Teachers Affective Noticing: Emotions as Meaningful in an Informal and Intergenerational Computing Experience

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Cultivating Computational and Scientific Thinking Through Research-Practice Partnerships, Cross-Cultural Adaptations, and Equity-Oriented Co-Design for Educators (Table 11)

Abstract

As we aim to prepare teachers to foster learning environments in their classrooms that are dignity-affirming, it is important to consider the important role of affect for both educators and participants. Currently, teachers are undersupported in learning to attend to affect and are not given adequate scaffolds or time to do important sense making around emotion in their classrooms. This study shows how pre-service teachers, when given the opportunity through pedagogical debriefs and shared field not writing, attend to affect to both shape their pedagogical and relational decisions. Our study can inform designs for teacher learning experiences and offer theory-building for explaining how teachers attend to and make decisions in light of affective noticing.

Authors

• Ronni Hayden, University of Colorado - Boulder

• Elizabeth Tetu, University of Colorado - Boulder

• Ricarose Roque, University of Colorado - Boulder

• Melissa Braaten, University of Colorado - Boulder