The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher

By Sharon M. Chubbuck, Michalinos Zembylas. 2008

157 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fe77823657915e6311ea2be14668ee2233344fe7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Michael R. Harwell
2. G. Daniel

In Sociology and Political Science

1. Michael R. Harwell

Citations in the corpus

• Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice (2013, background): “Accordingly, teacher education programs would be enhanced by exploring pre-service teachers’ experiences of dissonance rather than merely remediating them (Chubbuck & Zembylas, 2008; Galman, 2009).”
• Research Design in Qualitative/Quantitative/Mixed Methods (2011, methodology): “…perspective on ethnic representation in special education; Brown (2009), who studied the perspectives of university students identified as learning disabled; and Chubbuck and Zembylas (2008), who examined the emotional perspective and teaching practices of a White novice teacher at an urban school.”