Emotions as a lens to explore teacher identity and change: Different theoretical approaches

Veen, van Klaas; Lasky, Sue

doi:10.1016/j.tate.2005.06.002

Cited by 116 publications

(50 citation statements)

References 8 publications

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“…In most cases, feelings of helplessness, frustration, or anger were dominant in accompanying the tensions. This study thus adds to the general acknowledgement that feelings are an inherent part of teaching and learning to teach (Hargreaves, 2005;Kelchtermans, 2005;Olsen, 2010;Van Veen & Lasky, 2005). A positive outcome of this study was that some interviewees expressed that they had learned from their tensions.…”

Section: Conclusion and Discussionmentioning

confidence: 58%

“…It appeared that professional identity tensions were mostly accompanied by negative emotions. This is not surprising, because the personal side of teaching is being challenged, which for many beginning teachers may be emotionally heavy to deal with (Hargreaves, 2005;Kelchtermans, 2005;Olsen 2010, Van Veen & Lasky, 2005. Nias (1996) argues that the emotional reactions of teachers to their work are connected to the views that they have of themselves and others.…”

Section: Emotions and Copingmentioning

confidence: 99%

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Professional identity tensions of beginning teachers

Pillen

Beijaard

Brok

2013

Teachers and Teaching

178

141

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Section: Conclusion and Discussionmentioning

confidence: 58%

Section: Emotions and Copingmentioning

confidence: 99%

Professional identity tensions of beginning teachers

Pillen

Beijaard

Brok

2013

Teachers and Teaching

178

141

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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). In the VITAE research, there is also an abundance of evidence which points to the importance of the relationship between strong emotional ties with colleagues and teachers' sense of motivation and commitment.…”

Section: The Importance Of Open Trusting and Enduring Working Relatimentioning

confidence: 95%

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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“…In educational science, there is also increasing interest in research on emotions (Nias, 1996;Hargreaves, 1998Hargreaves, , 2000Hargreaves, , 2001Veen & Lasky, 2005;Zembylas, 2005Zembylas, , 2007aZembylas, , 2007b. Roughly divided one might say that emotions are regarded either as connected to individuals or as cultural expressions.…”

Section: Presentation Of the Projectmentioning

confidence: 99%

Disrupting the picture: Reflections on choices, resistance and consequences in a pre-study

Skåreus¹

2012

Education Inquiry

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Reflecting on the implementation of a pre-study may be decisive for the design of a following main study. This text consists of a reflective process where the researcher's different choices are examined and problematised. The reflections take place within the framework of a pre-study and in relation to the aim of that study. They also take place in and through the written language, i.e. in the process where "the language turns back on itself to see the work it does in constituting the world" at the same time as "the subject/researcher sees … the object of her … gaze and the means by which the object is being constituted" (Davies et al., 2004:360). By doing this, different consequences can be discussed in relation to gender, the art subject and methods as well as the academic context and become understandable. The text may thus be regarded as an investigative and critical text with the ambition to understand and create meaning, both on an overarching and an individual level, about what the researcher has experienced. The reflections chiefly concern the gathering of material, choices of methods and the resistance that occurred in these two areas. The choices of methods refer to selected as well as forgotten methods and how this forgetfulness includes pictures' elusive information in an academic context. The writing process brings the researcher's situated knowledge to the fore.

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Emotions as a lens to explore teacher identity and change: Different theoretical approaches

Cited by 116 publications

References 8 publications

Professional identity tensions of beginning teachers

Professional identity tensions of beginning teachers

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

Disrupting the picture: Reflections on choices, resistance and consequences in a pre-study

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