Sentimentalization as a didactic content component in dialogue-based pedagogical guidance
DOI:
https://doi.org/10.15845/ntvp.v10i2.4406Keywords:
pedagogical mentoring, teacher education, dialogical perspectives, emotions in mentoringAbstract
In Nordic educational research, the field of educational guidance has received increasing attention in recent years. In this context, several scholars have written about emotions and their significance in guidance. This article partly builds on Helleves (2023) doctoral dissertation, which has contributed to the conceptualization of teacher students' emotional experiences as a kind of sentimentalization consisting of four components: intentionality, intersubjectivity, bodily feelings, and bodily traces. Additionally, it draws from an autoethnographic study of my experiences in incorporating teacher students' sentimentalization as a didactic content component in dialog-based educational guidance. The study's other theoretical perspectives are linked to Dan Zahavi's (2003) description of intersubjectivity and Peter Goldie's (2000, 2009) understanding of the intentionality of emotions. The results of this study reveal the connection between viewing student teachers' emotional experiences as a form of sentimentalization and incorporating these experiences as a didactic content component in educational guidance.
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