Caring for Teacher Emotion: Reflections on Teacher Self-Development

By Michalinos Zembylas. 2003

198 citations recorded by the source corpus.

Subfields: Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ad941c62dce4dda4f75d1e71147a6b8b8e943220

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Citations in the corpus

Presence in teaching (2006, background): “Integration, wholeness, reliability and groundedness in a person all speak to what is required for a teacher to be able to trust herself and the actions which are an extension of that self (Nias, 1996; Palmer, 1998; Goldstein, 1999; Zembylas, 2003).”
The Dialectics of Passion and Theory: Exploring The Relation Between Self-Study and Emotion* (2004, background): “By examining and unmasking the moral and political agendas in the work context and their impact on one’s self, one’s thinking and actions, self-study can start to open up perspectives for empowerment and for re-establishing the conditions of working, teaching and learning that allow for ‘‘pedagogica”
Entering the Emotional Practices of Teaching (2009, background): “Scholars have argued that teacher emotions are best conceptualized as culturally and socially situated (Boler 1999; Ria et al. 2003; Zembylas 2003).”
Boundary dilemmas in teacher–student relationships: Struggling with “the line” (2009, background): “Researchers suggest that engaging in the process of establishing and maintaining caring relationships requires considerable emotional work and investment of self (Hargreaves, 2000; Isenbarger & Zembylas, 2006; Schutz, Cross, Hong, & Osbon, 2007; Williams et al., 2008; Zembylas, 2003).”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “The literature on teaching and teacher education reveals a common notion that identity is dynamic, and that a teacher’s identity shifts over time under the influence of a range of factors both internal to the individual, such as emotion (Rodgers & Scott, 2008; Van Veen & Sleegers, 2006; Zembylas, 20”
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).”
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”
Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “…researchers have argued for the intrinsic interconnection between emotion and cognition in teacher development of professional identity (Bullough, 2009; Dang, 2013; Meyer, 2009; Zembylas, 2003a, 2003b, 2005), as well as conceptual change (Golombek & Johnson, 2004; Gregoire, 2003; Kubanyiova, 2012).”
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis ☆ (2014, background): “Furthermore, emotions were considered as elusive constructs that were difficult to measure reliably and also a rather “feminine” issue, therefore not a worthwhile research topic (Zembylas, 2003, p. 106).”
Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (2015, background): “Emotional display rules for teachers clearly exist, but are typically implicit and disguised (Zembylas, 2002, 2003, 2005).”
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “2007; van Veen and Lasky 2005), mentoring (Bullough and Draper 2004), emotional geographies of teaching (Hargreaves 2000), emotion regulation (Sutton 2004; Carson 2007; Chang 2009), discrete emotions (Sutton 2007; Zembylas 2003), and teachers’ emotions in the context of school reforms (Zembylas and ”