Manifestations of Greek-Cypriot teachers' discomfort toward a peace education initiative: Engaging with discomfort pedagogically

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

“…Emotions were approached in the articles in all three ways that Zembylas (2007b) suggests (see section 1). Particularly in articles related to teachers' impact on students' emotions, regulation of emotions and teacher's emotional intelligence, emotions were seen as (intra)individual, private and psychological phenomena.…”

“…In the articles focussing on teachers' emotions in various educational settings, the theoretical frameworks deal with discomforting emotions (Zembylas, Charalambous, & Charalambous, 2012), guilt and guilt traps (Hargreaves & Tucker, 1991) and uncertainty (Helsing, 2007). In the articles focussing on the regulation of emotions, the emphasis is on teachers' emotional competences related to their interactions with children (Hosotani & Imai-Matsumura, 2011), the emotional rules of teachers' work (Yin & Lee, 2012) and the transaction of teachers' internal psychological characteristics with the external environment (Cross & Hong, 2012).…”

“…Researchers who have emphasised the significance of emotions have expressed concerns about emotions not receiving much-needed attention in teachers' work, in schools, in educational administration and policy, as well as in educational research (e.g. Boler, 1999;Hargreaves, 2000;Nias, 1996;O'Connor, 2008;Zembylas, 2007b). The marginal role of emotions in research is illustrated in the current handbooks: the International Handbook of Research on Teachers and Teaching includes one chapter on how teachers regulate their emotions (Sutton & Harper, 2009).…”

“…There is an ongoing debate about the nature of emotions (Schuman & Scherer, 2014). Zembylas (2007b) is one of the few scholars who has, based on a review of the literature, distinguished different theoretical approaches to studying emotions in education. Each of the approaches he identified views emotions differently: 1) psychodynamic approaches acknowledge emotions as private, individual and physiological phenomena; 2) social constructionist approaches see emotions determined not primarily by individual characteristics, but by relationships and social contexts; and 3) interactionist approaches (especially feminist and poststructural theories) transcend both of the previous perspectives by aiming to bridge their differences and emphasising emotions not simply as language-laden, but as embodied and performative.…”

CLIL teachers in Finland

“…These transactional performances are of temporal, social and political character, reciprocally mediated by our self-understanding, meaning-making and decision-taking (Kelchtermans, 2005;Zembylas, 2005). Emotions, then, have come to be understood in broader terms which transcend dichotomies prized in the past (Zembylas, Charalambous & Charalambous, 2012), while acknowledging the physical and intellectual presence of the individual within their particular political, historical, socio-cultural and interpersonal contexts. It is within these contexts that social interaction and emotion connect with selfknowledge, thus rendering identity (re)construction meaningful (Zembylas, 2003).…”