The emotional characteristics of teaching: an ethnographic study of one teacher

By Michalinos Zembylas. 2004

209 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/03d3beb1b6770173d4bff0920406cf21e19768e3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. P. Schutz
2. Reinhard Pekrun
3. Thomas Goetz
4. A. Frenzel
5. M. Keller
6. Feng Teng
7. J. Hong
8. Dionne I. Cross

In Social Psychology

1. Reinhard Pekrun
2. Thomas Goetz
3. A. Frenzel
4. P. Schutz
5. M. Keller
6. Nathan C. Hall
7. J. Hong
8. Dionne I. Cross

Citations in the corpus

• Reflections on Investigating Emotion in Educational Activity Settings (2006, background): “These socialhistorically developed power relations in school influence how particular emotions are constructed and when the emotions are expressed ( Zembylas, 2003, 2004 ).”
• Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, unknown): “Likewise, using an ethnographical approach, Zembylas (2004, 2005) has linked teachers ’ emotions to teachers ’ professional identity.”
• More than just a brain: emotions and the doctoral experience (2013, background): “Context will influence both the appraisal criteria and the way emotions are constructed and expressed (Zembylas, 2004).”
• Saying it with feeling: Analysing speakable emotions (2008, background): “Previous public sector studies in this area include Howard et al.’s (2000) work on the New Zealand Police Force, Zembylas’ (2004, 2005) ethnographic studies of teaching, and Tracy’s (2004) analysis of correctional officers.”
• The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, unknown): “Recent work in education has provided rich descriptions of the emotional lives of teachers, accounts that show both the positive and negative emotional experiences of teaching (see, e.g., Hargreaves, 2001; Schutz & DeCuir, 2002; Sutton & Wheatley, 2003; Winograd, 2003; Zembylas, 2004).”
• Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017, background): “Thus, it is reasonable to recognize the influences from or the contributions of the affective domain—the emotional process of the teaching and learning experience—towards the construction of the teachers’ identity (Han, 2016; Zembylas, 2004).”
• Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study (2014, background): “when they emerge (e.g., Darby, 2008; Hargreaves, 2000, 2005; Nias, 1996; Scott & Sutton, 2009; Sutton, 2004; Zembylas, 2004) in order to reconstruct the complex relations between teachers' emotional experiences and their professional self- understanding and identity (e.”
• ‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, methodology): “existing research (e.g. Shapiro, 2010; Zembylas, 2004) has contributed to our understanding of school teachers’ emotional and identity change, especially in the context of educational reforms (e.”
• The interplay of possible language teacher selves in professional development choices (2013, background): “…indefinitely throughout the entirety of one’s teaching career (Van Eekelen, Vermunt, & Boshuizen, 2006); at times deeply emotional (Wheatley, 2002; Zembylas, 2004), it serves both an enhancement function in relation to development to the teacher’s professional self, as well as one of repairing…”
• The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “Lastly, the findings show that emotion is evaluative and directive in identity formation (Zembylas 2004, 2005).”