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Teaching and Teacher Education: An International Journal of Research and Studies

Volume 21, Number 8

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Table of Contents

Number of articles: 7

  1. A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform

    Sue Lasky

    This paper uses a sociocultural theoretical lens, incorporating mediated agency [Wertsch et al. (1993). A sociocultural approach to agency. In A. Forman, N. Minick, & A. Stone (Eds.), Contexts for ... More

    pp. 899-916

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  2. One teacher's identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms

    Klaas van Veen, Peter Sleegers & Piet-Hein van de Ven

    This paper presents a cognitive social–psychological theoretical framework on emotions, derived from Richard Lazarus, to understand how teachers’ identity can be affected in a context of reforms.... More

    pp. 917-934

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

    Michalinos Zembylas

    This paper invokes a poststructuralist lens—and, in particular, Foucauldian ideas—in conceptualizing teacher emotions as discursive practices. It is also argued that within this theoretical... More

    pp. 935-948

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  4. Teachers’ sense-making about comprehensive school reform: The influence of emotions

    Michèle Schmidt & Amanda Datnow

    The paper examines teachers’ emotions in the process of making sense of educational reforms. We draw upon concepts from sociological theory and education to inform our framework for understanding... More

    pp. 949-965

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  5. Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change

    Andy Hargreaves

    This paper examines the relationship of the emotions of teaching to teachers’ age and career stages based on experiences of educational change. Drawing on an analysis of interviews with 50 Canadian... More

    pp. 967-983

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  6. Emotions as a lens to explore teacher identity and change: A commentary

    Thomas G. Reio

    Change is pervasive in our schools, yet little information exists about its impact on teacher perceptions and behavior. From a variety of theoretical and methodological perspectives, emotional... More

    pp. 985-993

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

    Geert Kelchtermans

    Based on narrative-biographical work with teachers, the author argues that teachers’ emotions have to be understood in relation to the vulnerability that constitutes a structural condition of the... More

    pp. 995-1006

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