Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy

By Geert Kelchtermans. 2005

744 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/f66b2de83b9a38dce17082426be77ec848a2c03b

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Citations in the corpus

Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective (2011, background): “Reform agendas are inclined to impose different normative beliefs and change definitions of good professional performance ( Kelchtermans 2005 ).”
The role of emotions in student teachers’ professional identity (2012, background): “One aspect of identity formation that is increasingly being regarded as critical is the emotions stimulated by the complex relationships between teacher, students, colleagues, mentor, school, community and state (Brizman 1992; Hargreaves 2001; Kelchtermans 2005; Zembylas 2003, 2005).”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “Such an undertaking requires being in good psychological and emotional states on the part of the teachers, which itself depends on how they cope with work stressors in the instructional context, what conceptions they have toward their own abilities and job, how they manage and regulate their emotion”
‘Studentship’ and ‘impression management’ in an advanced soccer coach education award (2010, background): “According to Kelchtermans (1996, 2005), our professional identity provides us with a ‘personal interpretive framework’ that not only influences how we view ourselves in the role of teacher or coach, but also impacts upon our ‘subjective theory’.”
The interplay of possible language teacher selves in professional development choices (2013, background): “Positive self-enhancement is a fundamental human motive (Herbst, Gaertner, & Insko, 2003), and as emotions are present in all learning and developmental processes (Golombek & Johnson, 2004), in a profession such as teaching assumptions are that emotional vulnerability will be reduced through the pot”
Professional identity tensions of beginning teachers (2013, background): “…teach, since interaction with other people (students, colleagues, parents, educators) is central in teachers’ work and many teachers are personally involved in their work (Hargreaves, 2005; Kelchtermans, 2005; Nias, 1996; Olsen, 2010; Van Veen & Lasky, 2005; Van Veen, Sleegers, & Van de Ven, 2005).”
Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, background): “An emerging field of research investigates the role of emotions in teaching and teacher identity (e.g. Day & Kington, 2008; Day & Leitch, 2001; Hargreaves, 1998, 2000, 2001; Kelchtermans, 2005; O’Connor, 2008; Sutton & Wheatley, 2003; Zembylas, 2003, 2005, 2010).”
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, background): “Feelings are an inherent part of teaching anyway (Hargreaves 2005; Kelchtermans 2005; Olsen 2010).”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “More importantly, it reveals the structural and cultural working conditions (Kelchtermans, 2005) with hidden ‘emotional rules’ embedded in the practicum school, which could exert considerable impacts on his emotional experiences and identity construction.”