One teacher's identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms

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‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “In addition, teachers’ emotions and identities are constructed and transformed through their negotiation with the school structures, culture, and power relations (van Veen et al., 2005; Zembylas, 2005).”
The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, background): “Many argue we lack a coherent definition of emotions or a unified approach to their measurement (Pekrun 2006; van Veen et al. 2005; Zembylas and Schutz 2009), most likely due to the diverse range of theoretical approaches used to examine them.”
Risk-aversion: understanding teachers’ resistance to technology integration (2013, methodology): “Her anxiety illustrated a negative affective response to computer use, which was in agreement with other research on computer-anxiety (e.g. Harris & Rutledge, 2010; van Veen et al., 2005; Wilfong, 2006).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “Hargreaves concludes that the problem of promoting fundamental professional change is first a problem of dealing with the natural emotional reactions to the threat of losing certainty, predictability, or stability (cf. Van Veen, Sleegers, & Van de Ven, 2005).”