Teachers’ emotions in the reconstruction of professional self-understanding

By Alexa Darby. 2008

161 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/06a21299cdc5b6d578b942784a631938070e8738

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Citations in the corpus

An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “Other variables that have been investigated in relation to teacher emotions are the effects of curriculum change over teachers’ emotions (Darby, 2008; Hargreaves, 2005; Lee, Huang, Law, & Wang, 2013), initial teacher education programs and pre-service teachers (Bloomfield, 2010; Justice & Espinoza,…”
Teaching the teachers: emotional intelligence training for teachers (2014, background): “Through reflection, they have the opportunity to explore teaching and learning from a personally meaningful perspective (Darby, 2008) and generate questions that challenge personal understandings (Shapiro, 2009).”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “Four articles in this review were screened in this regard (Darby, 2008; Hagenauer, Glaser-Zikuda, & Volet, 2016; Lee, Huang, Law & Wang, 2013; Pillen et al., 2013).”
The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, background): “It is not surprising then that professional development programs often initiate strong emotional reactions in teachers (Darby 2008; Lasky 2005; Reio 2005), often challenging their deeply held beliefs, values and sense of professional identity (Turner et al. 2009).”
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) (2016, background): “…we included anxiety because this emotion has received considerable research interest most generally, but also in the teaching context (Chang, 2009; Darby, 2008; Hart, 1987; Payne & Manning, 1990; Sutton & Wheatley, 2003) – most likely due to its high relevance with respect to physical health and…”
Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study (2014, background): “Teachers can be afraid w hen they are unable to reach their students and provide for their future in the midst of change, such as when changing their teaching strategies or when they are expected to participate in educational reform (Darby, 2008).”
The interplay of possible language teacher selves in professional development choices (2013, background): “…a professional identity as a teacher, emotions may be seen as significant catalysts driving decisions to engage in continuing teacher development (Rowe & Sikes, 1989; Zembylas, 2004), and may be either conducive or detrimental to teachers’ decisions to engage in CTD (Darby, 2008; Gregoire, 2003).”