Professional orientations of secondary school teachers towards their work

By K. van Veen, Peter J. C. Sleegers, T. Bergen, C. Klaassen. 2001

119 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cbf82066683a6f3c6b7899adb63bdeab228028ad

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Citations in the corpus

How does it feel? Teachers' emotions in a context of change (2006, background): “Method Sample The six teachers in our study were selected from a larger sample of 452 Dutch secondary school teachers who had participated in a previous study (van Veen et al. 2001).”
Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership (2004, background): “One of the key factors (some theorists argue the only factor) that shapes and drives people's emotions is the extent to which they can fulfil or are prevented from fulfilling their goals (Lazarus, 1991; Sleegers, 2001).”
The role of the cooperating teacher: bridging the gap between the expectations of cooperating teachers and student teachers (2007, background): “For this reason, the current shift from traditional instruction to student‐centered learning (Wang, 2000 ; van Veen et al, 2001 ) poses a challenge to teachers’ professional orientations and the way veteran teachers mentor student teachers.”
Identity learning: the core process of educational change (2005, background): “Research shows unmistakably that professional identities are resistant to change (Beijaard et al., 2004), mostly because emotional aspects are crucial in this process (Van Veen et al., 2001).”
One teacher's identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms (2005, background): “motivation, task perceptions (see also van Veen et al.’s (2001)”