Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching

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Early Childhood Teachers as Socializers of Young Children’s Emotional Competence (2012, background): “Some, but not all, teachers are intuitively aware of how important their own and children’s emotions are to learning and wellbeing, and pay attention to these issues in their classrooms (Zembylas 2007).”
An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties (2017, background): “At the same time, teachers’ emotions are increasingly recognized as the basis of their attitudes toward their students, and their ability to provide a psychologically secure classroom environment (Hargreaves, 1998; Harvey, Bimler, Evans, Kirkland, & Pechtel, 2012; Zembylas, 2007).”
Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “Finally, Zembylas (2007) has argued emphatically for taking a critical stance toward understanding teachers’ emotional ecologies, which challenges the notion that emotions, feelings, and bodies are somehow in opposition to cognition, rationality, and the mind.”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “influenced by the emotional climate of the school as well as the principals, teachers, and parents with whom they interact (Hargreaves 2000; Zembylas 2007).”