The Functions of Teacher Emotions: The Good, the Bad, and the Ugly.

By Ken Winograd. 2003

216 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bd08869d0c0be4e856929e38bf2b9b6100178ac8

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Citations in the corpus

Teacher Emotion Research: Introducing a Conceptual Model to Guide Future Research. (2015, background): “Through reflection, emotion information can be used to better understand classroom interactions (Winograd, 2003).”
Unveiling the relationship between language learning beliefs, emotions, and identities (2015, background): “Second, emotions validate and provide evidence for beliefs and guide our attention towards information that is relevant to our goals (Winograd, 2003).”
The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, unknown): “Recent work in education has provided rich descriptions of the emotional lives of teachers, accounts that show both the positive and negative emotional experiences of teaching (see, e.g., Hargreaves, 2001; Schutz & DeCuir, 2002; Sutton & Wheatley, 2003; Winograd, 2003; Zembylas, 2004).”
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers (2012, background): “Recent work by Winograd (2003) and Oplatka (2007) has investigated the function of emotion in teachers’ classrooms, specifically how teachers can use emotion effectively in motivating students and in bringing about social change.”
Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study (2014, background): “, Frenzel & Gotz, 2007; Hargreaves, 2000; Stenlund , 1995; Sutton & Wheatley, 2003; Zembylas, 2002) or, when they are compliant with classroom rules (Winograd, 2003).”
Managing Emotions in Teaching: Toward an Understanding of Emotion Displays and Caring as Nonprescribed Role Elements (2007, background): “Much research has sought to investigate emotions and forms of emotion management among teachers worldwide (e.g., Hargreaves, 1998, 2000; Klaassen, 2002; Lasky, 2000; Nias, 1999; Winograd, 2003; Zembylas, 2004).”
Adaptation and validation of the teacher emotional labour strategy scale in China (2012, background): “Most studies of teachers’ emotional labour used qualitative research method (e.g. Constanti & Gibbs, 2004; Isenbarger & Zembylas, 2006; Ogbonna & Harris, 2004; O’Connor, 2008; Schutz & Zembylas, 2009; Winograd, 2003; Yin & Lee, 2012; Zembylas, 2004).”
A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire (2018, background): “Teachers’ emotional experiences are often driven by prescribed and implicit emotional rules of the teaching profession (Chang, 2009; Winograd, 2003; Zembylas, 2002, 2005).”
Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support (2011, background): “Most of what is known has been gleaned from reviews, commentaries and ethnographic studies (Brennan, 2006; Chang, 2009; Sutton, 2005; Winograd, 2003), or from small samples of teachers working in the post-compulsory sector (Ogbonna & Harris, 2004; Zhang & Zhu, 2008).”
Developing teaching self-efficacy in research institutions: A study of award-winning professors (2011, methodology): “In this process, which Winograd (2003) compared to a deep level of acting, expert teachers manipulate their affective states to their benefit.”
Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (2015, background): “Qualitative studies have found that emotional display rules for teachers include avoiding the display of too strong emotions (Winograd, 2003; Zembylas, 2005) as well as up-regulating (i.e., faking) positive and down-regulating (i.e., hiding) negative emotions (Schutz, Cross, Hong, & Osbon, 2007;…”
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “Existing studies have focused on teachers’ emotions in terms of student behavior (Chang 2009), emotional labor (Isenbarger and Zembylas 2006; Winograd 2003), teacher”