Entering the Emotional Practices of Teaching

By D. K. Meyer. 2009

94 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ed374913884b8ee7bf4a365f102753b92fc59e0b

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Citations in the corpus

‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “First of all, the complex relationship among Ming, the mentor, and their students was a strong influential factor in Ming’s negotiations of identities in relation to conflicting emotions (Meyer, 2009).”
How emotionally intelligent are pre-service teachers? (2012, unknown): “As a result, there is a growing body of literature looking at the emotional context of teaching, learning and learning to teach (Boyle, Borg, Falzon, & Baglioni, 1995; Bullough, Knowles, & Crow, 1991; Emmer, 1994; Erb, 2002; Evelein, Korthagen, & Brekelmans, 2008; Hargreaves, 1998, 2000; Helsing, 20”
Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017, background): “This suggested the role of emotions in informing and guiding teacher identity development (Meyer, 2009).”
Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “Of considerable consequence for teacher educators, researchers have argued for the intrinsic interconnection between emotion and cognition in teacher development of professional identity (Bullough, 2009; Dang, 2013; Meyer, 2009; Zembylas, 2003a, 2003b, 2005), as well as conceptual change (Golombek &”
“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “…management, for example, highlighted here, typically receives minimal attention in teacher education programs both in Australia and internationally (Meyer, 2009) yet research has advocated for “awareness and incorporation of emotional engagement in the classroom” (Demetriou, Wilson & Winterbottom,…”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “Although younger teachers have the greatest propensity for burnout and teachers who understand their students’ emotions may experience fewer feelings of burnout (Chang 2009), preservice teachers report that they receive very little training about how to develop social emotional skills in students (B”
Emotion Display Rules, Emotion Regulation, and Teacher Burnout (2020, background): “These cultural norms are learned when one interacts with the environments or when a student teacher interacts with the experienced mentors or the school cultures (Meyer, 2009).”