Regarding Uncertainty in Teachers and Teaching.

By Deborah Helsing. 2007

194 citations recorded by the source corpus.

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In Education

Citations in the corpus

Principals' leadership and teachers' motivation: Self‐determination theory analysis (2011, background): “Scholars have described the contemporary schools' environment as unstable and at risk, a description manifested by teachers' burnout, dissatisfaction, low performance, high turnover, and so on ( Deborah, 2007”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “If a teacher embraces and reflects on negative experiences, is open to learning and changing from them, and actively works toward resolution, they can ensure a sense of closure and positive restoration, while incorporating these events into their narrative and maintaining continued coherence in thei”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, methodology): “This approach clearly distinguishes COACTIV from models of occupational aptitude, which consider talent, giftedness, or other stable personality characteristics to be decisive in professional success (Ballou and Podgursky 1995 ; Helsing 2007 ; Yeh 2009 ).”
The interplay of possible language teacher selves in professional development choices (2013, background): “A further common denominator in much of the research on teachers and teaching is that emotion permeates all facets of the profession (Alexander, 2008; Demetriou, Wilson, & Winterbottom, 2009; Geijsel & Meijers, 2005; Hargreaves, 1998; Hargreaves & Tucker, 1991; Helsing, 2007; Kwakman, 2003; Skaalvik”
Developing teaching self-efficacy in research institutions: A study of award-winning professors (2011, background): “Lastly, we evaluated how these award-winning instructors handled the negative experiences in the classroom that inevitably arise, as there is some evidence that individuals who excel in a domain have psychologically adaptive ways to handle negative events (Helsing, 2007; Winograd, 2003).”
How emotionally intelligent are pre-service teachers? (2012, background): “As a result, there is a growing body of literature looking at the emotional context of teaching, learning and learning to teach (Boyle, Borg, Falzon, & Baglioni, 1995; Bullough, Knowles, & Crow, 1991; Emmer, 1994; Erb, 2002; Evelein, Korthagen, & Brekelmans, 2008; Hargreaves, 1998, 2000; Helsing, 20”
Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice (2012, background): “Why are habits of mind necessary for effective teaching? Human service occupations like teaching, because of their social nature, involve high levels of uncertainty, emotion, and attention to others, and thus require habits of mind associated with mental flexibility, emotion regulation, and relation”
Towards a new professionalism: enhancing personal and professional development in teacher education (2009, background): “Based on a review from the literature on uncertainties in teaching, Helsing (2007) contends that uncertainties can be viewed alternatively as a liability or an asset to effective teaching.”