INTERROGATING “TEACHER IDENTITY”: EMOTION, RESISTANCE, AND SELF‐FORMATION

By Michalinos Zembylas. 2003

444 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/90a12e88450c1398f2304189f0483a2f2f85b534

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Affective assemblages: body matters in the pedagogic practices of contemporary school classrooms (2012, background): “As Zembylas ( 2003 , 112) argues, the character of emotion is performative ‘which makes it a particularly affective and direct way of knowing’.”
Who I am in how I teach is the message: self‐understanding, vulnerability and reflection (2009, background): “By examining and unmasking the moral and political agendas in the work context and their impact on one’s self‐understanding, one’s thinking and actions, reflection can open up perspectives for empowerment and for re‐establishing the conditions for teaching and learning that allow for pedagogical pro”
Feeling abstinent? Feeling comprehensive? Touching the affects of sexuality curricula (2010, background): “Some exceptions to this general neglect include Boler (1999), Fine ( 1988 ), Hargreaves ( 1998 ) and Zembylas ( 2002 , 2003 ); their bibliographies provide additional work on emotions.”
Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts (2006, background): “For example, Boler (1999) and Zembylas (2003) have made separate cases that emotions are not private or universal because they are “inseparable from actions and relations, from lived experience” (Boler, 1999, p. 2).”
Inquiry on Teachers’ Emotion (2014, background): “Currently my focus has been on investigating how emotions are linked to teachers’ work, development, and identity—basically, how emotions impact teachers’ lives (Kelchtermans, Ballet, & Piot, 2009; Schutz, Cross, Hong, & Osbon, 2007; Zembylas, 2003).”
The emotional characteristics of teaching: an ethnographic study of one teacher (2004, background): “These self-regulating techniques inhabit a space in which there is an intersection of disciplinary mechanisms with subjectification (Zembylas, 2003b).”
Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, background): “An emerging field of research investigates the role of emotions in teaching and teacher identity (e.g. Day & Kington, 2008; Day & Leitch, 2001; Hargreaves, 1998, 2000, 2001; Kelchtermans, 2005; O’Connor, 2008; Sutton & Wheatley, 2003; Zembylas, 2003, 2005, 2010).”
The role of emotions in student teachers’ professional identity (2012, background): “Several authors (Beauchamp and Thomas 2009; Britzman 1991, 1992; Hargreaves 1998, 2001; Schutz et al. 2007; Zembylas 2003, 2005) have observed that teacher identity and emotions are inevitably related.”
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).”
How does leadership affect student achievement? Results from a national US survey (2010, background): “This should build on existing work on the emotions of leadership but also incorporate attention to more instrumental leadership actions (Hargreaves, 2002; Leithwood & Beatty, 2007; Little, 1996; Zembylas, 2003).”