Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching

By Michalinos Zembylas. 2005

220 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8bb2f6760e4da815ff4a29b63fcf8caeb2c543c3

How researchers see this paper

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

In Education

1. Thomas Goetz
2. A. Frenzel
3. E. Becker
4. B. Malm
5. Jamie Taxer
6. Gu Qing
7. A. Barcelos
8. R. Hirsh

In Sociology and Political Science

1. Jamie Taxer
2. A. Frenzel
3. R. Hirsh
4. E. Becker
5. Thomas Goetz
6. B. Malm
7. John Ranellucci
8. Gu Qing

Citations in the corpus

• Unveiling the relationship between language learning beliefs, emotions, and identities (2015, background): “Thus, like identities, emotions are also performative, that is, the ways in which teachers understand, experience, perform, and talk about emotions are highly related to their sense of identity (Zembylas, 2005).”
• Towards a new professionalism: enhancing personal and professional development in teacher education (2009, background): “However, emotion is one of the least investigated aspects of research on teaching (Zembylas 2005).”
• Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (2015, background): “Qualitative studies have found that emotional display rules for teachers include avoiding the display of too strong emotions (Winograd, 2003; Zembylas, 2005) as well as up-regulating (i.e., faking) positive and down-regulating (i.e., hiding) negative emotions (Schutz, Cross, Hong, & Osbon, 2007;…”
• Understanding Reading Anxiety: New Insights from Neuroscience (2010, background): “Therefore, optimal development depends on environments where adults create healthy relationships with children ( Zembylas 2005 ) and where positive emotional states predominate (Jensen 2005).”
• The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis ☆ (2014, background): “Fortunately, over the past decade, scholars have started to acknowledge the importance of investigating the impact of the emotional dimension of teaching on student outcomes (e.g., Baumert & Kunter, 2006; Demetriou, Wilson, & Winterbottom, 2009; Zembylas, 2005).”
• The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, unknown): “Critical emotional praxis, therefore, builds on the work of those who have argued that emotion theory in education needs to be politi-cized to address questions of otherness, difference, and power (Boler, 1999; Boler & Zembylas, 2003; Zembylas, 2005b).”
• 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 ).”