Teacher Identities, Beliefs, and Goals Related to Emotions in the Classroom

By P. Schutz, Dionne I. Cross, J. Hong, Jennifer N. Osbon. 2007

115 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/abd053ae6d68551b351cf177ab97c06faf451acd

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. Mikyoung Angela Lee
2. P. Schutz
3. A. Ugaste
4. I. Timoštšuk
5. Reinhard Pekrun
6. Mary D. Ainley
7. Mei-Lin Chang
8. Michalinos Zembylas

In Language and Linguistics

1. Mikyoung Angela Lee
2. P. Schutz

In Social Psychology

1. Mikyoung Angela Lee
2. P. Schutz
3. A. Ugaste
4. I. Timoštšuk
5. Reinhard Pekrun
6. Mei-Lin Chang

Citations in the corpus

• Inquiry on Teachers’ Emotion (2014, methodology): “To explicate the social constructed aspect of an emotional episode, we used Bronfenbrenner’s (1986) ecological model (Cross & Hong, 2012; Schutz et al., 2007; Schutz et al., 2010).”
• Teacher Emotion, Emotional Labor and Teacher Identity (2014, background): “170 Paul A. Schutz and Mikyoung Lee A number of researchers are now suggesting the high level of teacher exodus may be related to the emotional nature of the teaching process (see Schutz and Pekrun, 2007; Schutz and Zembylas, 2009).”
• 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.”