Social and emotional pedagogy: Rhythm and junctures

Matthew Ferry, Nate McCaughtry, Pamela Kulinna

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

The purpose of this study was to examine teachers' social and emotional knowledge of students and how it functioned within the wider context of their daily work lives. Five elementary school physical education teachers participated in six rounds of observations with formal and informal interviews over one school year. Data were analyzed through constant comparison and inductive analysis. We identified four key junctures where social and emotional knowledge of students played a critical role in teachers' work. The results of this study and previous literature point to the complex interconnections between teachers' social and emotional knowledge of their students and teaching practices.

Original languageEnglish (US)
Pages (from-to)13-30
Number of pages18
JournalJournal of Teaching in Physical Education
Volume30
Issue number1
StatePublished - Jan 2011

Fingerprint

Teaching
Students
teacher
Physical Education and Training
student
interconnection
physical education
teaching practice
Interviews
elementary school
interview
school

Keywords

  • Physical education
  • Teacher knowledge

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

Cite this

Social and emotional pedagogy : Rhythm and junctures. / Ferry, Matthew; McCaughtry, Nate; Kulinna, Pamela.

In: Journal of Teaching in Physical Education, Vol. 30, No. 1, 01.2011, p. 13-30.

Research output: Contribution to journalArticle

Ferry, Matthew ; McCaughtry, Nate ; Kulinna, Pamela. / Social and emotional pedagogy : Rhythm and junctures. In: Journal of Teaching in Physical Education. 2011 ; Vol. 30, No. 1. pp. 13-30.
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