Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change

By A. Hargreaves. 2005

702 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e93b6f209362301b77fe345834e167e517b58762

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Citations in the corpus

New teacher learning: substantive knowledge and contextual factors (2007, background): “Finally, starting out as a new teacher can have such a profound effect on novices because teaching is an emotional practice (Hargreaves, 2005) as well as a cognitive and technical endeavour (Beijaard et al., 2000).”
Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement (2017, background): “Other studies have considered teachers' sense of adaptability as a central component of teacher resilience (e.g., Gu & Day, 2007; Hargreaves, 2005; Le Cornu, 2009; Mansfield et al., 2012).”
Prospective primary teachers’ self-efficacy and emotions in science teaching (2013, background): “Younger teachers are more likely to incorporate educational changes into their practice and to consider the emotional dimension of those changes (Hargreaves 2005).”
Professional identity tensions of beginning teachers (2013, background): “This result confirms the conclusions of the literature about emotions in teaching and learning to teach (e.g., Hargreaves, 2005; Olsen, 2010).”
Trading places: from physical education teachers to teacher educators (2012, background): “Even though he had endeavored to focus on student learning, like many beginning teachers, a major initial concern of his was focused on the self (Hargreaves, 2005).”
Teachers’ emotions in the reconstruction of professional self-understanding (2008, unknown): “Hargreaves’ (2005) results alternately support and conflict with the findings of this study.”
Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School: A Consensual Qualitative Analysis (2010, background): “However, typical perspectives on school reform efforts, as reported by Shirley and Hargreaves (2006), suggest that teachers “are no longer the drivers of reform, but the driven” (p. 2). In fact, teachers play active roles in reform efforts, some voluntary and others not, but their perspectives are s”
Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs (2018, background): “Cowie (2011) noted that much of the research that has focused on teacher emotions, starting with the work of Hargreaves (1998, 2000, 2005), has examined emotional processes at moments of educational change and school reform and has identified teachers' emotional selves as primarily characterized by…”
The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, background): “This negotiation process is heavily influenced by individuals’ sense of moral purpose (Hargreaves 2001), their cultural backgrounds (Zembylas 2003b), and their sense of personal identity (Cross and Hong 2009; Hargreaves 2005a; Reio 2005; Zembylas 2005).”
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “The beginning years of a teaching career usually evoke intense emotions for teachers (Bullough and Draper 2004; Chang 2009; Hargreaves 2005; Intrator 2006; Liljestrom et al. 2007).”
Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros (2017, background): “…Cowie, 2011; Jo, 2014), la influencia de los contextos históricos, políticos y sociales y las reformas educativas en el quehacer del docente (e.g., Hargreaves, 2005), la influencia de la inteligencia emocional (en adelante IE) de los docentes en el proceso de enseñanzaaprendizaje (e.g., Allen,…”