“You choose to care”: Teachers, emotions and professional identity

735 citations recorded by the source corpus.

How researchers see this paper

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

How emotionally intelligent are pre-service teachers? (2012, background): “…empathic qualities which make a 'good teacher' from the viewpoint of the students cannot be measured " (Constanti and Gibbs [2004, p. 247]; cited in O'Connor, 2008, p. 117) while others (Hargreaves, 1998) argue that to see emotions in terms of 'skills' is to decouple the emotional from its social…”
Positive teacher–student relationships go beyond the classroom, problematic ones stay inside (2017, positive): “…students, in which high levels of af ﬁ liation prevail, are mentioned to be one of the primary reasons for teachers to stay in the profession (e.g., O ’ Connor, 2008; Veldman, van Tartwijk, Brekelmans, & Wubbels, 2013) and one of the most important sources of enjoyment of, and motivation for,…”
Boundary dilemmas in teacher–student relationships: Struggling with “the line” (2009, background): “Much of the recent literature on teacher–student relationships has focused on the role of caring (Noblit, 1993; Noddings, 1984, 1995; O’Connor, 2008; Wright, 2004).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “For example, teachers in the study of O’Connor (2006) described their “big moments” (p. 125) in terms of emotionality in teaching resulting from interaction sequences with students.”