Revisiting the teachers' lounge: Reflections on emotional experience and teacher identity

By Shawna Shapiro. 2010

189 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/db98c5f599284344539e9bb014e53730560d00da

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Citations in the corpus

Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, background): “The idea of teaching as an emotional practice that involves both cognitive and affective processes often underlies the work of researchers and educators (Beijaard, Verloop, and Vermut 2000; Garritz 2010a; Hargreaves 2000; Shapiro 2010; van Veen, Sleegers, and van de Ven 2005).”
Teaching the teachers: emotional intelligence training for teachers (2014, background): “Through reflection, they have the opportunity to explore teaching and learning from a personally meaningful perspective (Darby, 2008) and generate questions that challenge personal understandings (Shapiro, 2009).”
Teacher attrition in the USA: the relational elements in a Utah case study (2017, background): “(Ben, Secondary PE teacher) Teachers need social support from each other in ways that are more than professionally encouraging, but are also personally meaningful (Hargreaves, 2001b; Shapiro, 2010).”
Teacher Emotion Research: Introducing a Conceptual Model to Guide Future Research. (2015, background): “Emotions also play a role in developing teacher identity (Hargreaves, 2005; Hastings, 2008; Schutz, Cross, Hong & Osborn, 2007; Shapiro, 2010; Zembylas, 2005a).”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, methodology): “…admitted he was influenced by an ‘emotional rule’ embedded in the overall school environment, where the teachers were expected to display a competent and flawless image with their negative emotions suppressed and concealed (Shapiro, 2010): Teachers in the school always look confident and assertive.”
An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “…more observable cognitive aspects such as thinking, motivation, metacognition and professional aspects like identity formation (Karlsson, 2013; Shapiro, 2010; Timo st suk & Ugaste, 2012), professional development (Golombek & Doran, 2014), burnout (Fiorilli, Albanese, Gabola, & Pepe, 2017),…”
Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017, background): “This could have thwarted the development of their professional identity (e.g., Shapiro, 2010), thereby leading them to experience an immense sense of loss as a teacher.”