A comparison of Waldorf and non-Waldorf student-teachers’ social-emotional competencies: can arts engagement explain differences?
作者： Philipp Martzog , Simon Kuttner , Guido Pollak
DOI: 10.1080/02607476.2015.1131365
关键词:
摘要: AbstractTeachers are confronted with complex and unexpected classroom situations that not only demand knowledge but also social–emotional competencies. Consequently, researchers have tried to identify conditions support the development of relevant abilities in this domain. This study examined frequently stated, yet empirically investigated, idea immersion arts as a facilitator aspects empathy tolerance ambiguity (ToA). The paper compares Waldorf student-teachers who strongly immersed activities their training non-Waldorf do participate on constructs ToA. Results indicated higher scores group both emotional cognitive dimensions construct marginally results subsequent discussion suggest new perspective relation between engagement specific domain
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