Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research

By Rosemary E. Sutton, Karl F Wheatley. 2003

1,375 citations recorded by the source corpus.

Subfields: Information Systems, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/906b75a9ec3b4403543506528ab056765372953e

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Citations in the corpus

Classroom Emotional Climate, Teacher Affiliation, and Student Conduct (2011, background): “Although educators and researchers have suspected for years that emotions play a fundamental role in teaching and learning (Ginott, 1971; Sutton & Wheatley, 2003), few systematic efforts have been made to train educators on emotion-related skills (Brackett et al., 2009; Elbertson, Brackett, &…”
Towards a new professionalism: enhancing personal and professional development in teacher education (2009, background): “Little is known about how teachers regulate their emotions, the relationship between teachers' emotions and motivation and how integral emotional experiences are in teacher development (Sutton and Wheatley 2003 ).”
Positive Psychology and Positive Education: Old Wine in New Bottles? (2012, background): “…began to change, however, as more educational psychologists realized that a fuller understanding of students’ (Schutz & Lanehart, 2002) and teachers’ (Sutton & Wheatley, 2003) emotions within the school context was essential in order to explain issues of motivation, selfregulation, and well-being…”
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).”
Teacher Participation in Online Communities (2009, background): “Despite the importance of emotional aspects in teaching, there is a lack of understanding of how teachers’ emotions affect teaching and teachers’ professional work (Sutton & Wheatley, 2003).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “Teaching is not only a matter of cognition; emotions also play an important role (Day & Leitch, 2001; Hargreaves, 1998; Sutton & Wheatley, 2003).”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “…student, and their expectations and perceptions about the student’s performance and behaviour then have consequences both on how teachers construct relationships with each child, on how they individualize their instruction and on how they instruct the classroom as a whole (Sutton & Wheatley, 2003).”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “Examples of such feelings are joy, satisfaction and pleasure, but also negative feelings, such as anger and frustration (Sutton & Wheatley, 2003).”
It’s the little things: exploring the importance of commonplace events for early‐career teachers’ motivation (2009, background): “There is evidence that affect has a major influence in teachers’ intrinsic motivation (Pekrun, Goetz, Titz, & Perry, 2002 ) and is an important influence on students’ experience of school (Sutton & Wheatley, 2003 ).”
Building on Mezirow’s Theory of Transformative Learning: Theorizing the Challenges to Reflection (2010, background): “…Wiseman, & Beauchamp, 1999; Merriam, 2008; Postareff & Lindblom-Ylänne, 2011; Schutz & Pekrun, 2007; Sutton, Mudrey-Camino, & Knight, 2009; Sutton & Wheatley, 2003), Mezirow’s theory has been criticized for overemphasizing the rational and cognitive aspects of learning, at the expense of…”
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006, background): “cumulative, generalizable knowledge about the dimensions, antecedents, and functions of different emotions experienced in academic settings (see Pekrun et al., 2002a; Schutz & Lanehart, 2002; Schutz & Pekrun, in press; Sutton & Wheatley, 2003 ).”
The Construct Validation of the Math Anxiety Scale for Teachers (2019, background): “Importantly, research shows that these emotions matter for teacher well-being and retention (e.g., Chang, 2009) and are related to teacher quality and student emotions (Frenzel, Becker-Kurz, Pekrun, Goetz, & Lüdtke, 2018; Sutton & Wheatley, 2003).”