How a Practitioner Thinks in Action: Shaping Pedagogical and Didactic Strategies for Students with Emotional and Behavioral Difficulties through Textual Analysis of a Teachers Journal: Studies in Social, Emotional and Behavioral Education, Vol. 2 Joachim Broecher

ISBN: 9783735780706

Published: January 20th 2015

Paperback

100 pages


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How a Practitioner Thinks in Action: Shaping Pedagogical and Didactic Strategies for Students with Emotional and Behavioral Difficulties through Textual Analysis of a Teachers Journal: Studies in Social, Emotional and Behavioral Education, Vol. 2  by  Joachim Broecher

How a Practitioner Thinks in Action: Shaping Pedagogical and Didactic Strategies for Students with Emotional and Behavioral Difficulties through Textual Analysis of a Teachers Journal: Studies in Social, Emotional and Behavioral Education, Vol. 2 by Joachim Broecher
January 20th 2015 | Paperback | PDF, EPUB, FB2, DjVu, AUDIO, mp3, RTF | 100 pages | ISBN: 9783735780706 | 8.50 Mb

An experienced special education teacher, newly arrived in an urban school for students with emotional, social and behavioral difficulties, kept a journal spanning the first 95 days at work. Using qualitative content analysis, the field notes wereMoreAn experienced special education teacher, newly arrived in an urban school for students with emotional, social and behavioral difficulties, kept a journal spanning the first 95 days at work. Using qualitative content analysis, the field notes were organized by subject areas (work conditions, student behavior, teacher interventions, collaboration with colleagues, work with parents, inter-professional work and school-community relationships, as well as the teachers reflections) and analyzed with reference to the patterns in them.

The results not only provide insights into a challenging educational reality but also provide information for a deeper understanding of student behavior, for the further development of teaching and behavior-related intervention, for supporting the journal-keeping teacher, and for improvement of the overall pedagogical culture of subject school.



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