A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory

Hui Yang; Qingjuan Chen

doi:doi:10.11648/j.ajeit.20210502.11

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A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory

Hui Yang, Qingjuan Chen

Published in American Journal of Education and Information Technology (Volume 5, Issue 2)

Received: 13 January 2021 Accepted: 28 June 2021 Published: 9 July 2021

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Abstract

Transformative learning theory concerns itself with the organic integrity of learners, and holds that man is a complete unity of biological, social and spiritual attributes. Man’s rationality, his sensibility and his spiritual perceptions underlie each other and interact with each other, so for a man’s overall sound development, not only the development of his rationality but also the development of his sensibility and spiritual perceptions should be highlighted. At present, the professional training of pre-service teachers is restricted by instrumental rationality, ignoring the development of mans’ sensibility and spiritual perceptions, which leads to the cultivating of rational instrumental people who lack professional emotions. Positive and stable professional emotions are the lasting motivation for teachers’ professional development. To break from the shackles of teacher education dominated by instrumental rationality, the paper studies to develop re-service teachers’ reasons, sensibility and spiritual perceptions, to build their stable professional emotions based on Transformative learning theory. By literature review and reflections based on supervisions of students’ field practice, this study finds that developing pre-service teachers’ rationality will promote their primary professional emotion from superficial to deep; developing pre-service teachers’ sensibility will promote it from volatile to stable; developing pre-service teachers’ spiritual perceptions will promote it from external to internal.

Published in	American Journal of Education and Information Technology (Volume 5, Issue 2)
DOI	10.11648/j.ajeit.20210502.11
Page(s)	69-73
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Transformative Learning, Professional Emotion, Pre-service Teachers

References

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[2]	Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing.
[3]	Madalinska-Michalak, J. (2015). Developing emotional competence for teaching. Croatian Journal of Education, 17 (2), 71–97.
[4]	Schutz, P. A., & Zembylas, M. (Eds.). (2009). Advances in teacher emotion research: The impact on teachers’ lives. Dordrecht, New York: Springer.
[5]	Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39 (3), 13–15.
[6]	Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111.
[7]	Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68–77.
[8]	Martínez Agudo J de D. Emotions in Second Language Teaching: Theory, Research and Teacher Education [C]. Cham: Springer, 2018. xvii+449pp.
[9]	Zhang. Y. Z. 2010. Formation and Cultivation of Teachers’ Professional Emotion [J]. Higher Education Research, 31 (05): 56-61.
[10]	Gao Z. M & Li. Z. 2005. Transforming Learning Theory and Its Development--Based on Lisa M. Wagner’s Research Report [J]. Journal of the College of Adult Education, (04): 5-9.
[11]	Giroux. H. 1988. Teachers as Intellectuals--Towards a Critical Pedagogy of Learning [M]. Massachusetts: Bergin & Garvey Publishers, Inc., P126.
[12]	Patricia. C &, Brenda. W. 2008. The Transformative Educator as Learning Companion [J]. Journal of Transformative Education, (1): 33-47.
[13]	Ma. H. Y & Zhou Z. K. 2013. On the Internal Structure and Characteristics of Teachers’ Professional Identity. Teacher Education Research, 25 (01): 49-54.
[14]	O. F. Bolnov. 1999. Educational Anthropology [M]. Shanghai: East China Normal University Press, P41.
[15]	Fu. B. Y. The Cultivation of Pre-service Teachers’ Professional Emotion Based on Teacher’s “Educational Love” [J]. Journal of Educational Science, Hunan Normal University, 2004 (01): 101-104.

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APA Style

Hui Yang, Qingjuan Chen. (2021). A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory. American Journal of Education and Information Technology, 5(2), 69-73. https://doi.org/10.11648/j.ajeit.20210502.11

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Hui Yang; Qingjuan Chen. A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory. Am. J. Educ. Inf. Technol. 2021, 5(2), 69-73. doi: 10.11648/j.ajeit.20210502.11

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AMA Style

Hui Yang, Qingjuan Chen. A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory. Am J Educ Inf Technol. 2021;5(2):69-73. doi: 10.11648/j.ajeit.20210502.11

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@article{10.11648/j.ajeit.20210502.11,
  author = {Hui Yang and Qingjuan Chen},
  title = {A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory},
  journal = {American Journal of Education and Information Technology},
  volume = {5},
  number = {2},
  pages = {69-73},
  doi = {10.11648/j.ajeit.20210502.11},
  url = {https://doi.org/10.11648/j.ajeit.20210502.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20210502.11},
  abstract = {Transformative learning theory concerns itself with the organic integrity of learners, and holds that man is a complete unity of biological, social and spiritual attributes. Man’s rationality, his sensibility and his spiritual perceptions underlie each other and interact with each other, so for a man’s overall sound development, not only the development of his rationality but also the development of his sensibility and spiritual perceptions should be highlighted. At present, the professional training of pre-service teachers is restricted by instrumental rationality, ignoring the development of mans’ sensibility and spiritual perceptions, which leads to the cultivating of rational instrumental people who lack professional emotions. Positive and stable professional emotions are the lasting motivation for teachers’ professional development. To break from the shackles of teacher education dominated by instrumental rationality, the paper studies to develop re-service teachers’ reasons, sensibility and spiritual perceptions, to build their stable professional emotions based on Transformative learning theory. By literature review and reflections based on supervisions of students’ field practice, this study finds that developing pre-service teachers’ rationality will promote their primary professional emotion from superficial to deep; developing pre-service teachers’ sensibility will promote it from volatile to stable; developing pre-service teachers’ spiritual perceptions will promote it from external to internal.},
 year = {2021}
}

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TY  - JOUR
T1  - A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory
AU  - Hui Yang
AU  - Qingjuan Chen
Y1  - 2021/07/09
PY  - 2021
N1  - https://doi.org/10.11648/j.ajeit.20210502.11
DO  - 10.11648/j.ajeit.20210502.11
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 69
EP  - 73
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20210502.11
AB  - Transformative learning theory concerns itself with the organic integrity of learners, and holds that man is a complete unity of biological, social and spiritual attributes. Man’s rationality, his sensibility and his spiritual perceptions underlie each other and interact with each other, so for a man’s overall sound development, not only the development of his rationality but also the development of his sensibility and spiritual perceptions should be highlighted. At present, the professional training of pre-service teachers is restricted by instrumental rationality, ignoring the development of mans’ sensibility and spiritual perceptions, which leads to the cultivating of rational instrumental people who lack professional emotions. Positive and stable professional emotions are the lasting motivation for teachers’ professional development. To break from the shackles of teacher education dominated by instrumental rationality, the paper studies to develop re-service teachers’ reasons, sensibility and spiritual perceptions, to build their stable professional emotions based on Transformative learning theory. By literature review and reflections based on supervisions of students’ field practice, this study finds that developing pre-service teachers’ rationality will promote their primary professional emotion from superficial to deep; developing pre-service teachers’ sensibility will promote it from volatile to stable; developing pre-service teachers’ spiritual perceptions will promote it from external to internal.
VL  - 5
IS  - 2
ER  -

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Author Information

Hui Yang

Faculty of Teacher Education, Nanjing Normal University Taizhou College, Taizhou, China
Qingjuan Chen

Faculty of English Department, Nanjing Normal University Taizhou College, Taizhou, China

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Plain Text BibTeX RIS

APA Style

Hui Yang, Qingjuan Chen. (2021). A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory. American Journal of Education and Information Technology, 5(2), 69-73. https://doi.org/10.11648/j.ajeit.20210502.11

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ACS Style

Hui Yang; Qingjuan Chen. A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory. Am. J. Educ. Inf. Technol. 2021, 5(2), 69-73. doi: 10.11648/j.ajeit.20210502.11

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AMA Style

Hui Yang, Qingjuan Chen. A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory. Am J Educ Inf Technol. 2021;5(2):69-73. doi: 10.11648/j.ajeit.20210502.11

Copy | Download

@article{10.11648/j.ajeit.20210502.11,
  author = {Hui Yang and Qingjuan Chen},
  title = {A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory},
  journal = {American Journal of Education and Information Technology},
  volume = {5},
  number = {2},
  pages = {69-73},
  doi = {10.11648/j.ajeit.20210502.11},
  url = {https://doi.org/10.11648/j.ajeit.20210502.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20210502.11},
  abstract = {Transformative learning theory concerns itself with the organic integrity of learners, and holds that man is a complete unity of biological, social and spiritual attributes. Man’s rationality, his sensibility and his spiritual perceptions underlie each other and interact with each other, so for a man’s overall sound development, not only the development of his rationality but also the development of his sensibility and spiritual perceptions should be highlighted. At present, the professional training of pre-service teachers is restricted by instrumental rationality, ignoring the development of mans’ sensibility and spiritual perceptions, which leads to the cultivating of rational instrumental people who lack professional emotions. Positive and stable professional emotions are the lasting motivation for teachers’ professional development. To break from the shackles of teacher education dominated by instrumental rationality, the paper studies to develop re-service teachers’ reasons, sensibility and spiritual perceptions, to build their stable professional emotions based on Transformative learning theory. By literature review and reflections based on supervisions of students’ field practice, this study finds that developing pre-service teachers’ rationality will promote their primary professional emotion from superficial to deep; developing pre-service teachers’ sensibility will promote it from volatile to stable; developing pre-service teachers’ spiritual perceptions will promote it from external to internal.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - A Study on the Transformation of Pre-service Teachers’ Primary Professional Emotion Based on Transformative Learning Theory
AU  - Hui Yang
AU  - Qingjuan Chen
Y1  - 2021/07/09
PY  - 2021
N1  - https://doi.org/10.11648/j.ajeit.20210502.11
DO  - 10.11648/j.ajeit.20210502.11
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 69
EP  - 73
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20210502.11
AB  - Transformative learning theory concerns itself with the organic integrity of learners, and holds that man is a complete unity of biological, social and spiritual attributes. Man’s rationality, his sensibility and his spiritual perceptions underlie each other and interact with each other, so for a man’s overall sound development, not only the development of his rationality but also the development of his sensibility and spiritual perceptions should be highlighted. At present, the professional training of pre-service teachers is restricted by instrumental rationality, ignoring the development of mans’ sensibility and spiritual perceptions, which leads to the cultivating of rational instrumental people who lack professional emotions. Positive and stable professional emotions are the lasting motivation for teachers’ professional development. To break from the shackles of teacher education dominated by instrumental rationality, the paper studies to develop re-service teachers’ reasons, sensibility and spiritual perceptions, to build their stable professional emotions based on Transformative learning theory. By literature review and reflections based on supervisions of students’ field practice, this study finds that developing pre-service teachers’ rationality will promote their primary professional emotion from superficial to deep; developing pre-service teachers’ sensibility will promote it from volatile to stable; developing pre-service teachers’ spiritual perceptions will promote it from external to internal.
VL  - 5
IS  - 2
ER  -

Copy | Download