Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching

Zembylas, Michalinos

doi:10.1016/j.tate.2005.06.005

Cited by 373 publications

(289 citation statements)

References 31 publications

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“…Research revealed that teachers develop and hold their own implicit theories about teaching and learning, which supply them with a foundation for their everyday teaching in the classroom (e.g. Clark, 2005;Cooney, Shealy, & Arvold, 1998;Henderson, 2010;Leroy et al, 2007;Zembylas, 2005). Findings also confirmed that what teachers think and believe influences not only their teaching practice but also the educational experience of students (Beach, 1994;Berry 2006;Henderson, 2010;Leroy et al, 2007).…”

Section: Introductionmentioning

confidence: 84%

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Otaala¹,

Plattner²

2013

IJHE

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In many African countries, English is the medium of instruction in higher education even though students may not always be entirely familiar with "standard" English. This study aimed at investigating the relevance of English language competencies for teaching and learning from the perspective of students and lecturers. The study was carried out in Namibia and guided by the conceptual framework of implicit theories. Through a self-administered questionnaire, data were collected from a sample of 286 undergraduate students and 34 lecturers. Students and lecturers differed statistically significantly in all their views on the topic under investigation. While most of the lecturers (85.3%) believed that their students would not have good English language competencies, the majority of students (87.8%) rated their English between good and excellent. Most lecturers believed that insufficient English language competencies would cause a variety of problems for students such as having difficulty expressing themselves in English, following lectures, taking good notes during lectures, understanding academic texts, and writing coherent essays; in contrast, the majority of students believed that they had no such problems. The results are discussed with regard to practical implications for teaching and learning in higher education.

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Section: Introductionmentioning

confidence: 84%

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Otaala¹,

Plattner²

2013

IJHE

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“…Over the past twenty years educational research has consistently reported that teaching is, by its very nature, an emotional practice (Hargreaves, 1998;Sutton and Wheatley, 2003;Kelchtermans, 2005;Zembylas, 2005 andDay and Gu, 2009;Zembylas and Schutz, 2009). The inherent interconnectedness between emotion and cognition and the impact of positive emotional contexts on teachers' learning and thinking have also been acknowledged in the literature (Nias, 1996;Frijda, 2000;vanVeen and Lasky, 2005).…”

Section: The Importance Of Open Trusting and Enduring Working Relatimentioning

confidence: 99%

The role of relational resilience in teachers’ career-long commitment and effectiveness

2014

Teachers and Teaching

150

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At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers' external accountabilities, work complexity and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers' capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers.

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“…No obstante, algunos autores, como Zembylas (2002Zembylas ( , 2005Zembylas ( , 2003b, han argumentado que existen unas reglas que los docentes deben cumplir con respecto a sus emociones, marcadas por el control organizacional sobre el actuar emocional del profesor. Ye y Chen (2015;citando a Winograd, 2003) dicen que hay por lo menos cinco reglas emocionales en la enseñanza: 1) cuidar a los estudiantes y demostrarles entusiasmo; 2) expresar entusiasmo y pasión por el contenido de la enseñanza; 3) tratar de evitar mostrar emociones extremas en la enseñanza como una exagerada alegría, tristeza o ira; 4) amar su trabajo; 5) tener buen humor para resolver sus propios errores y los errores de los estudiantes.…”

Section: El Trabajo Emocional De La Enseñanzaunclassified

La enseñanza en vilo de las emociones: una perspectiva emocional de la educación

Henao-Arias¹,

García²,

Marín-Rodríguez³

2017

Educ. Educ.

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Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching

Cited by 373 publications

References 31 publications

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

The role of relational resilience in teachers’ career-long commitment and effectiveness

La enseñanza en vilo de las emociones: una perspectiva emocional de la educación

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