The emotions of teaching and educational change

By A. Hargreaves. 2005

284 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5513f3e1350ee3d73de787f7fbefd2af1662c46d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

How does it feel? Teachers' emotions in a context of change (2006, background): “Nias (1996), Hargreaves (1998, 2000), and others emphasize the importance of attending to teachers’ emotions as basically inseparable from their cognitions, and providing valuable insight into what they have at stake.”
How teacher education can make a difference (2010, background): “…studies on teacher development show that teaching is a profession in which feelings and emotions play an essential role (Day 2004; Hargreaves 1998), but ‘the more unpredictable passionate aspects of learning, teaching and leading … are usually left out of the change picture’ (Hargreaves 1998, 558).”
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 ”
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “Consequently, and among other factors, teaching quality depends on teachers’ emotions and the established bonds that impact on these emotions (Hargreaves 1998, 2005; Martin and Lueckenhausen 2005).”
An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “Other variables that have been investigated in relation to teacher emotions are the effects of curriculum change over teachers’ emotions (Darby, 2008; Hargreaves, 2005; Lee, Huang, Law, & Wang, 2013), initial teacher education programs and pre-service teachers (Bloomfield, 2010; Justice & Espinoza, ”
The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, background): “This negotiation process is heavily influenced by individuals’ sense of moral purpose (Hargreaves 2001), their cultural backgrounds (Zembylas 2003b), and their sense of personal identity (Cross and Hong 2009; Hargreaves 2005a; Reio 2005; Zembylas 2005).”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Despite challenging conditions, the teaching profession is perceived as offering a range of positive emotional rewards such as enjoyment or pride (Hargreaves 2005; Sutton and Wheatley 2003).”
Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, background): “2008 ; Marba-Tallada and Marquez 2010 ; Vazquez and Manassero 2007 ; Zembylas 2002 ), with recognition of the need to consider the emotions of teachers as a basic aspect inseparable from cognition (Hargreaves 1998 , 2000 ; Nias 1996 ).”
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) (2016, unknown): “…inspired by teacher narrative reports documented in qualitative studies (Bibby, 2002; Chang, 2009; Darby, 2008; Hargeaves & Tucker, 1991; Hargreaves, 1998, 2005; Hart, 1987; Payne & Manning, 1990; Prawat, Byers, & Anderson, 1983; Sutton, 2007; Sutton & Harper, 2009; Sutton & Wheatley,…”
Identity learning: the core process of educational change (2005, background): “So, critical reflection on assumptions, goals and values in the institutional context is in order, as well as critical reflection of teachers’ emotions (Hargreaves, 1998).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “Change is not only a matter of rational thinking but also a matter of involving emotional and motivational aspects (Hargreaves, 1998; Van Veen et al., 2005).”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “Hence, we agree with authors such as Nias (1996), Hargreaves (1998a) and Hoekstra (2007) that it is time for research on teacher learning to move beyond a one-sided rational approach to learning.”