Citations (22)
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Ruth Ingrid Skoglund & Ingvild Åmot. (2021) When Anger Arises in the Interaction with Children in Kindergartens – The Staff’s Reactions to Children’s Resistance. Scandinavian Journal of Educational Research 65:4, pages 710-721.
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Clíona Murray. (2021) From isolation to individualism: collegiality in the teacher identity narratives of experienced second-level teachers in the Irish context. Irish Educational Studies 40:1, pages 19-35.
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Dympna Devine & Deirdre McGillicuddy. (2016) Positioning pedagogy—a matter of children’s rights. Oxford Review of Education 42:4, pages 424-443.
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Gareth Burns. (2016) Relationships of surveillance, assurance and recognition: early career primary teachers’ engagement with discourses of accountability and performance. Irish Educational Studies 35:3, pages 269-288.
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Aoife Neary, Breda Gray & Mary O'Sullivan. (2016) A queer politics of emotion: reimagining sexualities and schooling. Gender and Education 28:2, pages 250-265.
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Karl Kitching, Stephen O’Brien, Fiachra Long, Paul F. Conway, Rosaleen Murphy & Kathy Hall. (2015) Knowing how to feel about the Other? Student teachers, and the contingent role of embodiments in educational inequalities. Pedagogy, Culture & Society 23:2, pages 203-223.
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Melissa Newberry. (2013) Reconsidering differential behaviors: reflection and teacher judgment when forming classroom relationships. Teacher Development 17:2, pages 195-213.
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Dympna Devine, Declan Fahie & Deirdre McGillicuddy. (2013) What is ‘good’ teaching? Teacher beliefs and practices about their teaching. Irish Educational Studies 32:1, pages 83-108.
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Articles from other publishers (14)
Duran MAVİ & Murat ÖZDEMİR. (2023) The Mediating Role of Organizational Climate in the Relationship Between School Principals' Managerial Roles and Teachers' Emotional LaborsOkul Müdürlerinin Yönetici Rolleri ile Öğretmenlerin Duygusal Emekleri Arasındaki İlişkide Örgüt İkliminin Aracı Rolü. Milli Eğitim Dergisi 52:240, pages 2531-2552.
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Marcela Ovalle Quiroz & Adriana González. (2023) Imagined Identities and Imagined Communities: Colombian English Teachers’ Investment in Their Professional Development. Profile: Issues in Teachers' Professional Development 25:1, pages 213-228.
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Sharon Bolton & Knut Laaser. (2021) The relational work of compassion and toxicity at a pupil referral unit. Organization 28:6, pages 976-992.
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Xinfeng Xie & Guiying Jiang. (2021) Chinese Tertiary-Level English as a Foreign Language Teachers’ Emotional Experience and Expression in Relation to Teacher-Student Interaction. Frontiers in Psychology 12.
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Kristabel Stark & Elizabeth Bettini. (2021) Teachers’ perceptions of emotional display rules in schools: A systematic review. Teaching and Teacher Education 104, pages 103388.
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Alasdair Richardson. (2021) ‘We too find it difficult’: A consideration of site-based Holocaust education as emotional labour. History Education Research Journal 18:2.
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Limin Zhang, Shulin Yu & Lianjiang Jiang. (2020) Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education 92, pages 103024.
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Jingwen Jiang, Marja Vauras, Simone Volet & Anne-Elina Salo. (2019) Teacher Beliefs and Emotion Expression in Light of Support for Student Psychological Needs: A Qualitative Study. Education Sciences 9:2, pages 68.
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Judith Volmer & Hans-Georg Wolff. (2018) A Daily Diary Study on the Consequences of Networking on Employees' Career-Related Outcomes: The Mediating Role of Positive Affect. Frontiers in Psychology 9.
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Veronica M. O’Toole. (2017) “Fear would well up and it was just a luxury that you just didn’t have time for”: teachers’ emotion regulation strategies at school during the February 2011 Christchurch Earthquake. Social Psychology of Education 20:3, pages 513-542.
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Gerda Hagenauer & Simone E. Volet. (2013) “I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display. The Australian Educational Researcher 41:3, pages 261-281.
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Melissa Newberry. 2013. Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning. Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning
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Hong-biao Yin & John Chi-Kin Lee. (2012) Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education 28:1, pages 56-65.
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Sarathadevi Anandasayanan & V. A. Subramaniam. (2013) Effect of Stress on Teacherss Performance with Special Reference to Jaffna District Schools. SSRN Electronic Journal.
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