Citations (100)
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Josef Hofman. (2023) Classroom management and teacher emotions in secondary mathematics teaching: a qualitative video-based single case study. Education Inquiry 14:3, pages 389-405.
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Hajeej Alhawsawi, Sajjadllah Alhawsawi & Osman Sadeck. (2023) Understanding resilience and coping in a digitally transformed educational environment during COVID-19. Journal of Further and Higher Education 47:2, pages 242-254.
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Melissa Sherfinski. (2023) Spaces for coping with change: Kindergarten educators’ emotional refuges. International Journal of Early Years Education 31:1, pages 79-94.
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Xin Zhao, Andrew Cox, Ally Lu & Anas Alsuhaibani. (2022) A comparison of student and staff perceptions and feelings about assessment and feedback using cartoon annotation. Journal of Further and Higher Education 46:5, pages 586-604.
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Rob Gertsen. (2022) The Moral Involvement of Novice Teachers in Primary Education: Exploring Moral Dialogues. Journal of Constructivist Psychology 35:1, pages 218-234.
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Atsushi Tsukui & Eisuke Saito. (2022) History of subjectivity in dispositif: changing arrangements of Vietnamese teachers’ meeting through lesson study for learning community. Asia Pacific Journal of Education 42:1, pages 109-123.
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Edmund Aspbury-Miyanishi. (2021) The skilled teacher: A Heideggerian approach to teacher practical knowledge. Curriculum Inquiry 51:5, pages 479-495.
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Lama Z. Jaber. (2021) “He got a glimpse of the joys of understanding” – The role of epistemic empathy in teacher learning. Journal of the Learning Sciences 30:3, pages 433-465.
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Grace A. Chen. (2020) “That’s Obviously Really Insensitive:” Attuning to Marginalization in a Parent-Teacher Encounter. Cognition and Instruction 38:2, pages 153-178.
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Mary Elizabeth Riley Lloyd, William Veal & Malia Howell. (2016) The use of teachers’ baseline normative beliefs to guide professional development in teaching mathematics. Professional Development in Education 42:3, pages 359-386.
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Teng Huang. (2016) Linking the private and public: teacher leadership and teacher education in the reflexive modernity. European Journal of Teacher Education 39:2, pages 222-237.
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Finn Reygan & Dennis Francis. (2015) Emotions and pedagogies of discomfort: Teachers’ responses to sexual and gender diversity in the Free State, South Africa. Education as Change 19:1, pages 101-119.
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Anna Dluzewska Rowe, Julie Fitness & Leigh Norma Wood. (2015) University student and lecturer perceptions of positive emotions in learning. International Journal of Qualitative Studies in Education 28:1, pages 1-20.
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Giuliano Reis & Wolff-Michael Roth. (2009) A Feeling for the Environment: Emotion Talk in/for the Pedagogy of Public Environmental Education. The Journal of Environmental Education 41:2, pages 71-87.
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Andrew Matschiner. In service of disruption: examining mediators of White racial identity through inservice professional development addressing race and racism. Whiteness and Education 0:0, pages 1-17.
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Angel M. Y. Lin. Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education. Language and Education 0:0, pages 1-9.
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Desmond Carswell & Paul F. Conway. (2023) An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity. British Educational Research Journal 49:6, pages 1210-1233.
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Marc Clarà, Alba Vallés, Aina Franch, Jordi Coiduras, Patricia Silva & Sílvia Cavalcante. (2023) How teachers’ appraisals predict their emotional experience: Identifying protective and risk structures in natural appraisals. Teaching and Teacher Education 130, pages 104166.
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Mostafa Nazari & Sedigheh Karimpour. (2023) Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study. International Journal of Applied Linguistics 33:2, pages 150-168.
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