Abstract
In Western thought, affect and emotion have been distrusted, denigrated, or at least set aside in favor of reason. The tendency to distrust—even deplore—emotion has been aggravated by the rise of professions with their insistence on detachment, distance, cool appraisal, and systematic procedures. At a time when teaching is struggling to be recognized as a full profession, there is a temptation to regard emotion and affect as signs of unprofessional demeanor—things to be rooted out as part of the campaign to achieve professional status. However, even from this perspective, one could argue for the inclusion of affect and emotion in the teacher education curriculum, i.e., it could be argued that one has to understand a phenomenon in order to control or eliminate it. But one could also argue that affect and emotion belong in the curriculum because they may enhance a passion for teaching, relieve a sense of isolation, and improve classroom performance. In this chapter, I will concentrate on the use of stories that both induce feeling and help us to understand what we are feeling. The discussion will take place in three parts: First, I will explain very briefly why affect is so often avoided. Second, I will discuss the use of stories in teacher preparation. Finally, I will suggest ways in which teachers can maintain their own enthusiasm for teaching by building a repertoire of stories.
The first part of this was first published in the Cambridge Journal of Education, Vol. 26, No. 3 (1996): 435–448.
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Noddings, N. (2011). Stories and Affect in Teacher Education. In: Day, C., Lee, JK. (eds) New Understandings of Teacher's Work. Professional Learning and Development in Schools and Higher Education, vol 100. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0545-6_10
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