ABSTRACT

This paper introduces researchers and scholars to psychosocial qualitative methods when researching affective aspects of classroom pedagogy. It theorises affect as felt processes that defy representation circulating in teaching and learning. Turning to the psychoanalytic field of infant observation, the author outlines the immense potential of deeply qualifying the relational dynamics of pedagogy for the field of education. The paper offers a case of a child’s literacy to generate insight into the critical importance of documenting pedagogical interactions when teaching young children. The author finds that in-depth qualification of and on pedagogical encounter can instantiate a new course in pedagogical research, one that takes seriously what is unknown about learning taking place inside and between learners and teachers. Studying pedagogical encounters contributes new knowledge of the significance of the teaching relation in supporting children and students to learn.

摘要

本文介绍了研究人员和学者在研究课堂教学的情感方面时使用心理社会定性方法。它将影响理论化为感受过程，这些过程违背了教学和学习中循环的表征。转向婴儿观察的精神分析领域，作者概述了为教育领域深入限定教育学关系动力学的巨大潜力。本文提供了一个儿童识字的案例，以深入了解在教幼儿时记录教学互动的重要性。作者发现，对教学遭遇的深入鉴定可以实例化教学研究中的一门新课程，该课程认真对待学习者和教师之间以及学习者和教师之间发生的未知事物。