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DC Field | Value | Language |
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dc.contributor.author | Cefai, Carmel | - |
dc.date.accessioned | 2023-11-22T13:02:31Z | - |
dc.date.available | 2023-11-22T13:02:31Z | - |
dc.date.issued | 2023 | - |
dc.identifier.citation | Cefai, C. (2023). Editorial. International Journal of Emotional Education, 15(2), 1-2. | en_GB |
dc.identifier.issn | 20737629 | - |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/115831 | - |
dc.description.abstract | The Covid-19 pandemic has provided a window of opportunity for education and schools to become more caring and compassionate, with wellbeing and social and emotional education becoming more established as a primary goal of post-covid education. Such a process, however, needs to start with the adults themselves, with initial teacher education becoming a transformative personal and social process where teachers develop the requisite competences to become caring, responsive and inclusive educators and mentors through an experiential, reflective and collaborative approach. In the first paper in this edition, Falcón-Linares (Spain) evaluates an affective pedagogy action research programme aimed at arousing positive emotions such as kindness and tenderness amongst preservice teachers through an integrated explicit and vicarious learning. The narratives of over 360 student teachers highlight the role of affective teacher education in fostering the growth of their professional identity and of an ethic of care in the classroom. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | University of Malta. Centre for Resilience & Socio-Emotional Health | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Editorials | en_GB |
dc.subject | Teachers -- Training of | en_GB |
dc.subject | Well-being | en_GB |
dc.subject | Emotional intelligence | en_GB |
dc.subject | Social skills -- Study and teaching | en_GB |
dc.subject | Affective education | en_GB |
dc.subject | Mental health | en_GB |
dc.title | Editorial [International Journal of Emotional Education, 15(2)] | en_GB |
dc.type | editorial | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.publication.title | International Journal of Emotional Education | en_GB |
Appears in Collections: | IJEE, Volume 15 Issue 2 IJEE, Volume 15 Issue 2 |
Files in This Item:
File | Description | Size | Format | |
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Editorial_[International_Journal_of_Emotional_Education,_15(1)](2023).pdf | 191.09 kB | Adobe PDF | View/Open |
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