Student name: Sheila Plunkett

RUN-EU institution: Technological University of the Shannon: Midlands Midwest, Ireland

Abstract

The pedagogical interaction between teachers and students extends beyond information transfer, relying on emotions and connections. This study examines how future technology teachers, in their final years of training, engage with the affective domain of learning. Focusing on student teachers preparing for technology education, it explores their values and perceptions regarding emotions in teaching and their practical application during school placements.

The research investigates how these educators integrate emotions into their teaching strategies to create engaging learning environments. By examining their real-world practices, it aims to identify effective approaches for fostering excitement and motivation in technology education. The study highlights the importance of explicitly addressing the affective domain within the learning process, emphasising values-based teaching as a key factor in student engagement. A more balanced application of the three domains of learning are proposed: Cognitive, Psychomotor and the Affective domains.

Understanding the emotional and ethical dimensions of technology education is essential for preparing students to interact responsibly with technology. The findings will inform best practices for holistic teaching at the Junior Cycle, with implications for Leaving Certificate reform.

To achieve this, the study introduces the ALIVE intervention (Affective Learning – Inspiring Values in Education), involving real-world observations of the interactions between student teachers and learners in authentic classroom settings. By embedding emotional engagement in technology education, this research contributes to teacher education, curriculum development, and policy, advocating for a more impactful and student-centred approach to learning.