Abstract
This chapter presents research findings on participants’ affective learning within, and as a result of, our model of learning for pre-service teachers. The model focuses on enhancing two key features of students’ practice teaching experience: feedback and reflection. Affective learning is loosely defined here as learning related to ‘things felt’ such as motivation, emotion, interest and attention (Picard, 2004). It includes values, attitudes and dispositions, each of which is manifest in the research data reported in the chapter.
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Stahl, G., Sharplin, E., Kehrwald, B. (2018). Affective Learning: Adaptation, Resilience and Efficacy. In: Real-Time Coaching and Pre-Service Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6397-8_4
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DOI: https://doi.org/10.1007/978-981-10-6397-8_4
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