Emotions as a lens to explore teacher identity and change : Different theoretical approaches

By K. van Veen, S. Lasky. 2005

168 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4cf16d60ba2bc03d8087188f1df1aae60f6fba8b

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In Social Psychology

Citations in the corpus

Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum (2013, background): “Van den Berg, Vandenberghe, and Sleegers (1999) distinguished two different but complementary approaches to the concept of innovation: the structural-functional perspective and the cultural-individual perspective.”
It’s the little things: exploring the importance of commonplace events for early‐career teachers’ motivation (2009, background): “Affect has been shown to be critical factor in mediating the impact of reforms and school change (Nias, 1996 ; Schmidt & Datnow, 2005 ; Van Veen & Laski, 2005 ).”
The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, unknown): “Emotionally laden stress and burnout are considered among the most important factors that lead many teachers to abandon the teaching profession (Troman & Woods, 2000; Vandenberghe & Huberman, 1999).”
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).”
The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, background): “Understanding teacher emotion in the context of reform It is widely accepted that we lack a coherent theoretical framework for understanding teacher emotions in the context of reform (Sutton and Wheatley 2003; van Veen and Sleegers 2009; van Veen and Lasky 2005; Zembylas 2005).”
The role of emotions in student teachers’ professional identity (2012, background): “Consequent to this, there is a growing body of empirical research and a variety of theoretical approaches to the understanding of relationships between emotions, professional identity and educational change (Van Veen and Lasky 2005 ).”
The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, background): “Parallel to the research on work lives of teachers (see, for example, Nias, 1996; Van Veen & Lasky, 2005; Schutz & Zembylas, 2009), a growing number of authors have begun to include the emotional and relational dimensions in the research and theorising on educational leadership and administration…”
Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective (2011, background): “As suggested by van Veen and Lasky (2005) , the ways teachers experience their work conditions, especially in the reform context, can impact their perceptions of teaching and the reform further influencing the transformation of their professional identity.”
Theory and methodology in researching emotions in education (2007, background): “…to study social and emotional relationships in the classroom and the school context (e.g. Hargreaves, 1998, 2000, 2001; Nias, 1996 and the rest of the papers in this special issue; Op’t Eynde et al., 2001; Van Veen, 2003; Van Veen & Lasky, 2005 and most of the papers in this special issue).”
Teacher Emotions: Well Being and Effectiveness (2009, background): “There is now a considerable body of research internationally which attests to the importance of emotion in teachers’ management of teaching and learning in classrooms (Hargreaves 2004, 2005; Nias 1996; Schutz and Pekrun 2007; van Veen and Lasky 2005; Zembylas 2005).”
Professional identity tensions of beginning teachers (2013, background): “Vanaf dag één was je mijn maatje.”