Emotionen als Ressource für die Analyse von professionellen Handlungssituationen

This article focuses on the role of emotions in ethnographic play, how they can be methodically addressed and what potentials arise for the analysis of situations and for students’ professionalization processes. Ethnographic play is first outlined as an approach to analyzing situations: Documented situations are re-enacted with students. Subsequently, the students’ experiences are reflected upon. The focus is also placed on emotions. The aims of ethnographic play and the meaning of emotions in the analysis process are then discussed. Emotions can be used as an occasion for distancing processes—both regarding self-reflection and the reconstruction of situations. Finally, the work with emotions in the context of ethnographic play is illustrated using a condensed example from teaching practice. This clarifies that the including of emotions enables students to gain easier access to the distancing of their own perspectives and thus to the analysis of situations and their theorization.