School reform and transitions in teacher professionalism and identity

By Christopher W. Day. 2002

546 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/901c4032ede5a3e6d5a646b46dea732799bd9333

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In Education

Citations in the corpus

Towards a new professionalism: enhancing personal and professional development in teacher education (2009, background): “Teacher commitment has been found to be a crucial predictor of teachers’ work performance, absenteeism, retention, burnout and turnover, as well as having an important influence on students’ motivation, achievement, attitudes towards learning and being in school (Day 2002).”
Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “Studies have noted ways in which positive affective relationships with students, in and out of the classroom, are an important source of psychic rewards for teachers, contributing to job satisfaction (Day, 2002; Hargreaves, 1998).”
Profiling teachers’ sense of professional identity (2011, background): “Nias (1989) and Day (2002) claim that professional identity is related to how teachers respond to educational reforms. The construct of professional identity has mainly been viewed and empirically treated as a latent variable with a uniform structure (e.g. Khapova et al. 2007). Day and colleagues (2”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “Furthermore, during the past few years, the control of and external instructions governing the teacher's work have strengthened because of many administrational reforms in education organisations (Day, 2002; Hargreaves, 2000; Meyer, 2002).”
The role of emotion in teaching: are there differences between male and female newly qualified teachers’ approaches to teaching? (2009, background): “In the early years of teaching, when new teachers are still finding their feet, heavy workload and lack of skills and knowledge can hinder their progress and may lead to low self-esteem (Day 2007).”
Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, unknown): “According to Day (2002), teachers’ sense of their professional identity coincides with these constructs.”
Identity in Second Language Teaching and Learning (2011, background): “4)—which has led to the ascendancy of business and market ideologies in education generally (Luke, 2006; Marginson, 2006; Sleeter, 2007), as well as in teacher education and professional development (Cochran-Smith, 2005; Day, 2007), and, of particular concern for this chapter, language education (Ch”
The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, background): “Teacher identity Teacher identity is a complex phenomenon and has received considerable attention from scholars over recent years (Cross and Hong 2009; Day 2002; van Veen et al. 2005; Zembylas 2003a, b).”
A model for study of teacher agency for social justice (2015, unknown): “• Teachers’ perceptions of their moral roles (Pantić & Wubbels, 2012), sense of identity (Burke & Stets, 2009; Day, 2002; Olsen, 2008) and motivation (Deci & Ryan, 1985; Richardson & Watt, 2010), and • teachers’ understanding of social justice (Brown, 2004; Campbell, 2004).”
Upping the Ante of Text Complexity in the Common Core State Standards (2013, background): “High-stakes assessments do influence teachers’ sense of efficacy (Day, 2007).”
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 (2005, background): “Furthermore, these results form a contribution to research that explores the relationships between external reform and teacher identity (Day, 2002).”
Further specification of the leader political skill–leadership effectiveness relationships: Transformational and transactional leader behavior as mediators (2013, background): “This led to growing competition among schools, increased public scrutiny, and enhanced teacher accountability, which fundamentally has changed the role of teachers (Day, 2002).”
International teacher attrition: multiperspective views (2017, methodology): “The work draws on identity theory, particularly using the scholarship of Schaefer et al. (2012), Kelchtermans (2005), Day (2002), and Gu and Day (2007), among others.”