Beginning teachers' situated emotions: A study of first classroom experiences
By Luc Ria, Carole Se¤ve, Jacques Saury, Jacques Theureau, Marc Durand. 2003
102 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/d1b97cc4e3120a676ff305f473d5d7f74cfe961f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Gerda Hagenauer
- Simone E. Volet
- Robert V. Bullough Jr
- Roni Jo Draper
- T. Hascher
- D. K. Meyer
- Junjun Chen
- Sanna Järvelä
Citations in the corpus
- Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “Ria et al. (2003) found that experienced teachers (= more than 5 years of teaching experience) were less emotionally challenged than beginning teachers, particularly with respect to anxiety.”
- ‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “Research on school teachers at the early stage of their career has documented their experience of intense negative emotions, alongside enthusiasm (e.g. Ria et al. 2003; Jakhelln 2011).”
- Mentoring and the emotions (2004, background): “Over the past few years, interest in the emotional aspects of learning to teach has grown precipitously (Hargreaves, 2000; Day & Leicht, 2001; Bullough & Young, 2002; Ria et al., 2003).”
- 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).”
- The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, unknown): “…may be related to teachers’ evaluations of their experiences, prompted by a desire for a better teaching performance, a process noted for producing a particularly profound effect on the emotional experiences of novice teachers (Hayes, 2003; Ria, Sève, Saury, Theureau, & Durand, 2003; Tickle, 1991).”