How does it feel? Teachers' emotions in a context of change

By K. van Veen, Peter J. C. Sleegers. 2006

262 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5c98d4db18fa9891316375583b03e34aa71b42ff

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In Education

In Social Psychology

Citations in the corpus

Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “The literature on teaching and teacher education reveals a common notion that identity is dynamic, and that a teacher’s identity shifts over time under the influence of a range of factors both internal to the individual, such as emotion (Rodgers & Scott, 2008; Van Veen & Sleegers, 2006; Zembylas, 20”
The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, methodology): “…between their professional beliefs, values and practices and the reform agenda is used to predict whether they are likely to emote positively or negatively towards the change (Lee and Yin 2010; Jeffrey and Woods 1996; Little 1996, 2000; Little and Bartlett 2002; van Veen and Sleegers 2006).”
Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective (2011, unknown): “reflecting self-preservation ( van Veen and Sleegers 2006 ).”
Understanding Technology Adoption: Theory and Future Directions for Informal Learning (2009, background): “Venkatesh and colleagues (2003) presented a comprehensive review and history of the various theories used to predict computer use in the past few decades.”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “However, teachers’ negative emotions may promote student learning as well. van Doon, van Kleef, and van der Pligt (2014) observed that teachers’ anger can lead to better learning performance among undergraduate students in The Netherlands.”
How to Improve Teaching Practices (2011, background): “…risks, and maintaining their present attitudes, whereas more certain teachers search for new infor mation, are more flexible in their approaches (Lortie, 1975; Rosenholtz, 1991), and are more willing to engage in professional learning activities (Geijsel et al., 2001; van Veen & Sleegers, 2006).”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “…programmes or innovation projects: people who wish to try and influence teacher behaviour may themselves have to learn more about what actually guides teacher behaviour and teacher learning and could often take the affective and motivational dimensions more seriously (Van Veen & Sleegers, 2006).”