Deliberative Emotional Talk

Autor/inn/en	Slakmon, Benzi; Schwarz, Baruch B.
Titel	Deliberative Emotional Talk
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 14 (2019) 2, S.185-217 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Slakmon, Benzi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-019-09304-3
Schlagwörter	Interpersonal Communication; Emotional Response; Self Control; Interaction; Discussion (Teaching Technique); Controversial Issues (Course Content); Cooperative Learning; Computer Assisted Instruction; Educational Technology; Faculty Development; Inservice Teacher Education; Teacher Attitudes + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Emotionales Verhalten; Selbstbeherrschung; Interaktion; Controversial issues; Kontroverse; Kooperatives Lernen; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Lehrerfortbildung; Lehrerverhalten
Abstract	High-quality talk about issues that raise high-intensity emotions in the public sphere is timely needed. Still, researchers committed to the fostering of high-quality types of school talk generally disregard the role of emotions. We show that this disregard is not accidental and that it conveys a customary reluctance in schools to consider the handling of emotions as they pertain to cognition. We argue that helping students regulate emotions in social interactions and in discussions that raise high-intensity emotions is an important educational purpose, and we show that discussions about controversial issues provide a suitable context for this purpose. To support the emergence of high-quality talk that involves strong emotions, we adopted a design-based research approach and developed a new Computer-supported Collaborative Learning (CSCL) tool, the Hot Discussions Platform (HDP). The functionalities of HDP are crucial for the emergence and guidance of high-quality talk that involves strong emotions, and they describe a novel professional development (PD) approach to the enhancement and moderation of this kind of talk. In the in-service PD course, teachers are prepared to design, moderate, and analyze discussions about controversial issues. Group assignments in the course and personal interviews revealed that the teachers that underwent this program reported on a very rich list of practices and beliefs about the emotional labor involved in designing and moderating discussions about controversial issues. The study provides an existence proof of a kind of talk that combines compliance with argumentative-critical standards and an eagerness to express and regulate strong emotions. We call this general kind of talk deliberative emotional talk. We conclude by reflecting on future research and technological developments to be invested into studying forms of deliberative emotional talk and support its emergence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01