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Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF ORGANIZATIONAL PSYCHOLOGY


On the Issue of Pupils’ Emotions in Teacher Training in France


Author(s): Gaëlle Espinosa

Citation: Gaëlle Espinosa, (2021) "On the Issue of Pupils’ Emotions in Teacher Training in France," Journal of Organizational Psychology, Vol. 21, Iss. 2, pp. 183-193

Article Type: Research paper

Publisher: North American Business Press

Abstract:

This article presents work on pupils’ emotions at school, in relation to disciplines (disciplinary experience) or during disciplinary activities (e.g., spelling, grammar and reading comprehension in French, problem solving in Mathematics). This work enables a better understanding of the influence that emotions have on learning. They mainly concern the disruptive or facilitating nature of emotions in learning and show that emotions play an important role in the acquisition or non-acquisition of knowledge and skills by the pupil and, consequently, in their experience of success or difficulty, as well as in their well-being or ill-being at school. It will also involve studying the latest official texts of the French National Education system (curricula and the Common Base of Knowledge, Skills and Culture (Socle Commun de Connaissances de Compétences et de Culture (SCCCC), 2015) in order to assess the place attributed to emotions in these texts and thus to better consider, in the light of these texts and the work mentioned above, the ways in which the issue of pupils’ emotions can be integrated into initial and continuous teacher training.