scholarly journals “You Have to Cry Before You Teach This Class”: Emotion With Work and Resistance in Teaching Intercultural Communication

2019 ◽  
Vol 2 ◽  
pp. 63-75 ◽  
Author(s):  
Brandi Lawless ◽  
Yea-Wen Chen
Keyword(s):  
Teacher Training ◽  
Intercultural Communication ◽  
Training Programs ◽  
Emotional Responses ◽  
Colleges And Universities ◽  
Teacher Training Programs ◽  
Experience Emotion ◽  
Pedagogical Approaches

In this study, we explore the ways in which Intercultural Communication instructors uniquely experience emotion with work and how this influences their pedagogical approaches to this course. We collected and analyzed interviews with 21 intercultural communication educators across U.S. colleges and universities. We present findings related to the types of resistance present and/or emerging in the intercultural communication classroom, emotional responses to resistance, and strategies for managing and negotiating emotion with work in the Intercultural Communication classroom. We end with discussing implications for teacher training programs designed for the Intercultural Communication classroom.

Acceptance of Disabled College Students into Teacher Training Programs

1968 ◽  
Vol 34 (9) ◽  
pp. 685-691 ◽  
Author(s):  
Jay A. Bender ◽  
Oliver P. Kolstoe ◽  
Harold M. Kaplan
Keyword(s):  
College Students ◽  
Teacher Training ◽  
Training Programs ◽  
Colleges And Universities ◽  
Physically Disabled ◽  
Teacher Training Programs ◽  
Type Of School

Policies governing the acceptance of physically disabled college students into teacher training programs were surveyed in 1,291 colleges and universities. Responses from 618 (58 percent return) were analyzed by size and type of school and type of disability. Since no consistent policies emerged, some possible reasons for the reported practices are explored and some specific recommendations are offered.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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