Teachers’ affective approaches in social studies learning environments of late-childhood education during covid-19

Abstract

Educational systems worldwide have strived to improve the quality of education to provide productive learning environments, especially during unstable conditions and crises, such as in the COVID-19 era. In this vein, this study aimed to investigate and suggest effective approaches that contribute to offering a positive learning atmosphere based on the perspectives and field observations of pupils, student-teachers, and supervisors. The participants were students, student-teachers and supervisors, who were selected from Irbid, Jordan in the academic year 2020/2021 during the Covid-19 pandemic. Data collection was conducted qualitatively using semi-structured interviews, and data analysis was performed using the Grounded Theory approach. The inducted findings displayed the main characteristics of the affective approaches used by Social Studies teachers; such as the teacher’s communication skills and practices, teacher’s teaching methods and procedures, teacher’s use of learning resources, and teacher’s professional and personal traits and values, in addition to other sub-categories.

Keywords

• Affective approaches
• social studies
• late-childhood stage
• Richard Kruk, Psychology, University of Manitoba, Winnipeg, Manitoba, Canada
• Childhood
• Classroom Practice