Teachers’ and teacher educators’ lives: the role of emotion

By Christopher W. Day, R. Leitch. 2001

340 citations recorded by the source corpus.

Subfields: Education, Music

View Paper: https://www.semanticscholar.org/paper/0c111a7b9631eadcf4e39366d5cf98d9541a3960

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. H. Koomen
2. F. Korthagen
3. A. Hoekstra
4. J. Spilt
5. T. Wubbels
6. Mieke Brekelmans
7. Rui (Eric) Yuan
8. J. Thijs

In Music

1. Emese Bukor
2. J. Thijs
3. Mei-Lin Chang
4. A. Hoekstra
5. J. Spilt
6. Jane Perryman
7. F. Korthagen
8. H. Koomen

Citations in the corpus

• Inspection and emotion (2007, background): “Day and Leitch ( 2001 ) in their research into the effects of increasing accountability on teachers emotions found ‘reforms imposed by a series of Government policy decisions are continuing to challenge [teachers'] ability to continue to provide the high levels of emotional consistency so necessary ”
• Mentoring and the emotions (2004, background): “Over the past few years, interest in the emotional aspects of learning to teach has grown precipitously (Hargreaves, 2000; Day & Leicht, 2001; Bullough & Young, 2002; Ria et al., 2003).”
• Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, background): “Day and Leitch (2001) argue that emotion and cognition are inextricably intertwined.”
• Experienced teachers’ informal learning from classroom teaching (2007, background): “Scholars who studied teachers during their daily practice indeed found that teaching is not only driven by rational thinking, but to a large degree by aspects such as emotions (Hargreaves, 1998 ; Day & Leitch, 2001 ; Sutton & Wheatley, 2003 ) and needs (Dolk, 1997 ; Korthagen & Lagerwerf, 2001 ”
• Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching (2005, neutral): “…(e.g. Jeffrey & Woods, 1996; Kelchtermans, 1996; Little, 1996, 2000; Nias, 1996; Hargreaves, 1998a, 1998b, 2000; Lasky, 2000; Schmidt, 2000; Day & Leitch, 2001; Zembylas, 2002a, 2002b) as a result of paying attention to the way teachers perceive, interpret and evaluate their relationship…”
• Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, positive): “Other researchers have also drawn attention to the strong connection between the personal and professional wellbeing of teachers and have reasoned that there cannot be real professional development without personal development (Day and Leitch 2001; O ’ Connor 2008).”
• The role of emotion in teaching: are there differences between male and female newly qualified teachers’ approaches to teaching? (2009, background): “Feelings and emotions have a vital role in the development of learning, because it is through each person’s subjective emotional world that she or he develops personal constructs and meanings about outer reality, makes sense of relationships, and understands one’s place in the wider world (Day and L”
• Experienced teacher learning within the context of reciprocal peer coaching (2007, background): “It is interesting to see that emotions seemed to play an important role in the teachers’ perception of their professional development when taking part in reciprocal peer coaching (see also Hargreaves, 1998; Day & Leitch, 2001).”
• Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, background): “Indeed, the emotions play a vital role in the development of learning, since the subjective and emotional world that we each construct from external reality endows relationships with meaning and allows us to understand the place that we occupy in the wider world (Day and Leitch 2001 ).”
• An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “School reform has also been found to be related to teachers’ unpleasant emotions (Day and Leitch 2001; Hargreaves and Tucker 1991; Zembylas and Barker 2007).”
• Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “Teaching is not only a matter of cognition; emotions also play an important role (Day & Leitch, 2001; Hargreaves, 1998; Sutton & Wheatley, 2003).”
• Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “…has been challenged, however, by a substantial body of literature that has emerged in the past three decades addressing the centrality of emotions in teachers’ lives (Day & Leitch, 2001; Nias, 1996; Schutz & Pekrun, 2007; Schutz & Zembylas, 2009; Sutton & Wheatley, 2003; van Veen & Lasky, 2005).”
• Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “For example, more educated and experienced teachers may be better able to regulate their emotions without disengaging from the classroom (Day & Leitch, 2001; O’Connor, 2008).”