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Original Articles

Teacher Vulnerability: understanding its moral and political roots

Pages 307-323 | Published online: 06 Jul 2006

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (81)

Eisuke Saito, Naomi Takasawa & Atsushi Tsukui. (2024) Transition of schooling education in Myanmar: a comparative institutional analysis. Globalisation, Societies and Education 22:2, pages 276-291.
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Eisuke Saito, Jennifer Mansfield & Richard O’Donovan. (2024) Information economics of teaching: a transactional perspective on pedagogical reasoning to provide a typology of pedagogical equilibrium. Interactive Learning Environments 32:1, pages 20-33.
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Jaber Kamali & Mostafa Nazari. (2023) Transnational language teachers’ emotional vulnerability and professional identity construction: an ecological perspective. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Michael Jopling & David Zimmermann. (2023) Exploring vulnerability from teachers’ and young people’s perspectives in school contexts in England and Germany. Research Papers in Education 38:5, pages 828-845.
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Galina Shavard. (2023) Teachers’ Collaborative Work at the Boundaries of Professional Responsibility for Student Wellbeing. Scandinavian Journal of Educational Research 67:5, pages 741-753.
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Daniela Bacova & Amanda Turner. (2023) Teacher vulnerability in teacher identity in times of unexpected social change. Research in Post-Compulsory Education 28:3, pages 349-372.
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Gabriella Foreman-Brown, Esther Fitzpatrick & Kaye Twyford. (2023) Reimagining teacher identity in the post-Covid-19 university: becoming digitally savvy, reflective in practice, collaborative, and relational. Educational and Developmental Psychologist 40:1, pages 18-26.
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Ghazalossadat Fatemi, Matthew Atencio & Eisuke Saito. (2023) Unpacking a huge messy box: using complexity theory to envision how a novice TESOL teacher emerged from university into the classroom. Reflective Practice 24:1, pages 1-13.
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Piotr Haluch, Jon Radcliffe & Chris Rowley. (2022) The quest for professional self-understanding: Sense making and the interpersonal nature of applied sport psychology practice. Journal of Applied Sport Psychology 34:6, pages 1312-1333.
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Eisuke Saito. (2022) Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion. Professional Development in Education 0:0, pages 1-13.
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Anniina Holappa, Erkki T. Lassila, Sonja Lutovac & Minna Uitto. (2022) Vulnerability as an Emotional Dimension in Student Teachers’ Narrative Identities Told With Self-Portraits. Scandinavian Journal of Educational Research 66:5, pages 893-906.
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Michael Jopling & Oliver Harness. (2022) Embracing vulnerability: how has the Covid-19 pandemic affected the pressures school leaders in Northern England face and how they deal with them?. Journal of Educational Administration and History 54:1, pages 69-84.
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Ashley Allanson, Paul Potrac & Lee Nelson. (2021) The Career Experiences of Football Association Coach Educators: Lessons in Micropolitical Literacy and Action. Qualitative Research in Sport, Exercise and Health 13:2, pages 360-374.
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Aubrey Scheopner Torres. (2020) Emotions, identity, and commitment among early leavers in the United States of America. Teachers and Teaching 26:7-8, pages 508-521.
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Luke Gibson & Ryan Groom. (2020) Developing a professional leadership identity during organisational change in professional youth football. Qualitative Research in Sport, Exercise and Health 12:5, pages 764-780.
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Ramona Maile Cutri & Juanjo Mena. (2020) A critical reconceptualization of faculty readiness for online teaching. Distance Education 41:3, pages 361-380.
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Chris Rowley, Paul Potrac, Zoe R. Knowles & Lee Nelson. (2020) More Than Meets the (Rationalistic) Eye: A Neophyte Sport Psychology Practitioner’s Reflections on the Micropolitics of Everyday Life within a Rugby League Academy. Journal of Applied Sport Psychology 32:3, pages 315-333.
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Eisuke Saito, Thi Diem Hang Khong, Arif Hidayat, Sumar Hendayana & Harun Imansyah. (2020) Typologies of lesson study coordination: a comparative institutional analysis. Professional Development in Education 46:1, pages 65-81.
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Carey E. Andrzejewski, Kira J. Baker-Doyle, Jocelyn A. Glazier & Kristin E. Reimer. (2019) (Re)framing vulnerability as social justice work: Lessons from hacking our teacher education practices. Review of Education, Pedagogy, and Cultural Studies 41:4-5, pages 317-351.
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Kwok Kuen Tsang. (2019) Teachers as Disempowered and Demoralised Moral Agents: School Board Management and Teachers in Hong Kong. British Journal of Educational Studies 67:2, pages 251-267.
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Laura G. Purdy, Geoffery Z. Kohe & Rūtenis Paulauskas. (2018) Changing it up: implications of mid-season coach change on basketball players’ career and professional identities. Sport in Society 21:12, pages 1880-1896.
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Salomé Romylos & Robert J. Balfour. (2018) Knowledge Domains of English Literature Teachers in South Africa. Changing English 25:4, pages 351-369.
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Wendi S. Williams & Lesley Koplow. (2018) Becoming Strong Enough to Hold Their Stories: Emotionally Responsive Educator Preparation. The New Educator 14:1, pages 59-73.
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Jill Willis, Leanne Crosswell, Chad Morrison, Andrew Gibson & Mary Ryan. (2017) Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers. Teachers and Teaching 23:7, pages 794-809.
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Kwok Kuen Tsang & Tsun Lok Kwong. (2017) Teachers’ emotions in the context of education reform: labor process theory and social constructionism. British Journal of Sociology of Education 38:6, pages 841-855.
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Katy Swalwell, Simone Schweber, Kristin Sinclair, Jennifer Gallagher & Eleni Schirmer. (2017) In the Aftermath of Act 10: The Changed State of Teaching in a Changed State. Peabody Journal of Education 92:4, pages 486-504.
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Ana Slišković, Irena Burić & Ivana Macuka. (2017) The voice of Croatian elementary school teachers: qualitative analysis of the teachers’ perspective on their profession. Teachers and Teaching 23:5, pages 518-531.
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Erkki T. Lassila, Katri Jokikokko, Minna Uitto & Eila Estola. (2017) The challenges to discussing emotionally loaded stories in Finnish teacher education. European Journal of Teacher Education 40:3, pages 379-393.
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Gary Crow, Christopher Day & Jorunn Møller. (2017) Framing research on school principals’ identities. International Journal of Leadership in Education 20:3, pages 265-277.
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Ji Hong, Barbara Greene & Jennifer Lowery. (2017) Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study. Journal of Education for Teaching 43:1, pages 84-98.
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Angela Mary Gayton. (2016) Perceptions About the Dominance of English as a Global Language: Impact on Foreign-Language Teachers’ Professional Identity. Journal of Language, Identity & Education 15:4, pages 230-244.
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Katy Swalwell & Simone Schweber. (2016) Teaching Through Turmoil: Social Studies Teachers and Local Controversial Current Events. Theory & Research in Social Education 44:3, pages 283-315.
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Eline Vanassche & Geert Kelchtermans. (2016) A narrative analysis of a teacher educator’s professional learning journey. European Journal of Teacher Education 39:3, pages 355-367.
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Ramona Maile Cutri & Erin Feinauer Whiting. (2015) The emotional work of discomfort and vulnerability in multicultural teacher education. Teachers and Teaching 21:8, pages 1010-1025.
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Xuesong Gao. (2011) The ‘falling’ language standards and teachers’ professional vulnerability in Hong Kong. Research Papers in Education 26:4, pages 485-498.
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Zeynep Koçoğlu. (2011) Emotional intelligence and teacher efficacy: a study of Turkish EFL pre-service teachers. Teacher Development 15:4, pages 471-484.
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Josephine Marie Moate. (2011) The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom. European Journal of Teacher Education 34:3, pages 333-346.
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Rachel Jakhelln. (2011) Early career teachers’ emotional experiences and development – a Norwegian case study. Professional Development in Education 37:2, pages 275-290.
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Geert Kelchtermans, Liesbeth Piot & Katrijn Ballet. (2011) The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives. Oxford Review of Education 37:1, pages 93-108.
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Gavin Chesterfield, Paul Potrac & Robyn Jones. (2010) ‘Studentship’ and ‘impression management’ in an advanced soccer coach education award. Sport, Education and Society 15:3, pages 299-314.
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Mark Morgan, Larry Ludlow, Karl Kitching, Michael O’Leary & Aleisha Clarke. (2010) What makes teachers tick? Sustaining events in new teachers’ lives. British Educational Research Journal 36:2, pages 191-208.
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Ruth Williams. (2009) Gaining a degree: the effect on teacher self‐efficacy and emotions. Professional Development in Education 35:4, pages 601-612.
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Geert Kelchtermans. (2009) Who I am in how I teach is the message: self‐understanding, vulnerability and reflection. Teachers and Teaching 15:2, pages 257-272.
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Maryann Brown. (2009) Listening to teachers, learning about teaching. Journal of Curriculum Studies 41:1, pages 131-144.
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Geoff Troman. (2008) Primary teacher identity, commitment and career in performative school cultures. British Educational Research Journal 34:5, pages 619-633.
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Christopher Day & Alison Kington. (2008) Identity, well‐being and effectiveness: the emotional contexts of teaching. Pedagogy, Culture & Society 16:1, pages 7-23.
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Katrijn Ballet & Geert Kelchtermans. (2008) Workload and willingness to change: disentangling the experience of intensification. Journal of Curriculum Studies 40:1, pages 47-67.
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Geert Kelchtermans. (2007) Macropolitics caught up in micropolitics: the case of the policy on quality control in Flanders (Belgium). Journal of Education Policy 22:4, pages 471-491.
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Christopher Day, Alison Kington, Gordon Stobart & Pam Sammons. (2006) The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal 32:4, pages 601-616.
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Katrijn Ballet, Geert Kelchtermans & John Loughran. (2006) Beyond intensification towards a schotarship of practice: analysing changes in teachers' work lives. Teachers and Teaching 12:2, pages 209-229.
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Robert V. Bullough, Dawn Ann Mortensen Bullough & Pamela Blackwell Mayes. (2006) Getting in touch: dreaming, the emotions and the work of teaching. Teachers and Teaching 12:2, pages 193-208.
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Liz Morrison & Brian Matthews. (2006) How Pupils Can be Helped to Develop Socially and Emotionally in Science Lessons. Pastoral Care in Education 24:1, pages 10-19.
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Klaas Van Veen & Peter Sleegers. (2006) How does it feel? Teachers' emotions in a context of change. Journal of Curriculum Studies 38:1, pages 85-111.
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Michalinos Zembylas. (2005) Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education 18:4, pages 465-487.
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Robert V. Bullough Jr & Roni Jo Draper. (2004) Mentoring and the emotions. Journal of Education for Teaching 30:3, pages 271-288.
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Andy Hargreaves . (2004) Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership. School Leadership & Management 24:3, pages 287-309.
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Eila Estola, Raija Erkkila¨ & Leena Syrja¨la¨. (2003) A Moral Voice of Vocation in Teachers' Narratives. Teachers and Teaching 9:3, pages 239-256.
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Michalinos Zembylas. (2003) Emotions and Teacher Identity: A poststructural perspective. Teachers and Teaching 9:3, pages 213-238.
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RobertV. Bullough$suffix/text()$suffix/text() & Janet Young. (2002) Learning to teach as an intern: the emotions and the self. Teacher Development 6:3, pages 417-432.
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Lily Orland-Barak. (2002) What's in a case?: What mentors' cases reveal about the practice of mentoring. Journal of Curriculum Studies 34:4, pages 451-468.
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Andy Hargreaves. (2000) Four Ages of Professionalism and Professional Learning. Teachers and Teaching 6:2, pages 151-182.
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Jennifer Nias. (1997) Would schools improve if teachers cared less?. Education 3-13 25:3, pages 11-22.
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Minna Körkkö & Sonja Lutovac. Relational perplexities of today’s teachers: social-emotional competence perspective. Teaching Education 0:0, pages 1-17.
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Mostafa Nazari, Hassan Nejadghanbar & Guangwei Hu. An activity theory inquiry into emotional vulnerability and professional identity construction of language teacher educators. Journal of Multilingual and Multicultural Development 0:0, pages 1-14.
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Ji Hong, Dionne Cross Francis & Paul A. Schutz. Reconceptualizing teacher identity development. Educational Psychologist 0:0, pages 1-18.
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Michalinos Zembylas & Heidi Bulmahn Barker. (2007) Teachers’ spaces for coping with change in the context of a reform effort. Journal of Educational Change 8:3, pages 235-256.
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