Identity, well‐being and effectiveness: the emotional contexts of teaching

By Christopher W. Day, Alison Kington. 2008

315 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c1924c6f682f5596f0aa9d05477a9b37d970d54c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Networking and the development of professionals: beginning teachers building social capital (2015, unknown): “…(including Australia, Canada, Singapore and the United Kingdom(UK)) into teacher resilience (Chong & Lo, 2009; Day & Gu, 2010; Le Cornu, 2013; Mansfield et al, 2012; Tait, 2008) and teacher wellbeing (Day & Kington, 2008; Dunlop & Macdonald, 2004; McCallum & Price, 2010; Noble & Macfarlane, 2005).”
New Lives of Teachers (2010, background): “…VITAE project found that professional identity was, for the 300 participating teachers, a composite of the interaction in different work scenarios between socio-cultural/policy, workplace, and personal dimensions and that it was not always stable or positive (Day & Kington, 2008; Day et al, 2011).”
Beginning student teachers’ teacher identities based on their practical theories (2014, background): “…identity is widely acknowledged to play a significant role in teacher development (Rodgers and Scott 2008), and the concept of teacher identity has gained considerable attention in studies of contemporary education (see, e.g. Alsup 2006; Atkinson 2004; Cohen 2008; Day and Kington 2008; Trent 2011).”
Emerging Professional Teacher Identity of Pre-service Teachers (2011, methodology): “Being and becoming a teacher is a function of growth within complex social and cultural environments where discourses and identities are in constant tension (Day & Kington, 2008).”
Uncertain Professional Identities: Managing the Emotional Contexts of Teaching (2011, background): “2011 This chapter is a revised, reconceptualised and retitled version of Day and Kington (2008).”
Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “Several researchers noted this discontinuity in terms of ‘unstable’ or ‘fragmented’ identity (e.g. MacLure 1993; Day and Kington 2008).”
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).”