Citations (21)
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Pat Norman. (2023) Good teachers and counter conduct. Critical Studies in Education 64:4, pages 301-317.
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George Nicholson. (2023) Stratified legal consciousness of music teachers in the age of neoliberal reform. Arts Education Policy Review 0:0, pages 1-10.
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Atli Harðarson & Kostas Magos. (2022) Emotional Demands and Moral Rewards: A Story Told by Fifteen Teachers. Scandinavian Journal of Educational Research 66:7, pages 1194-1203.
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Deena Gumina. (2022) Bilingual teachers’ improvisations as agentive policy work in a constrained policy context. Bilingual Research Journal 45:1, pages 26-42.
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Jeremy Glazer. (2022) A devil’s bargain: teachers’ decision to transfer and moral injury. Teachers and Teaching 28:1, pages 118-129.
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David T. Hansen. (2017) Bearing witness to teaching and teachers. Journal of Curriculum Studies 49:1, pages 7-23.
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Ryan D. Shaw. (2016) Music teacher stress in the era of accountability. Arts Education Policy Review 117:2, pages 104-116.
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Jason Margolis, Ashley Hodge & Alex Alexandrou. (2014) The teacher educator’s role in promoting institutional versus individual teacher well-being. Journal of Education for Teaching 40:4, pages 391-408.
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Articles from other publishers (13)
Tina Ta, Tatiana Geron, Meira Levinson & Megan Bogia. (2023) “The power of open dialogue”: Using normative case studies to facilitate ethical dilemmas discussions among school teachers. Teaching and Teacher Education 132, pages 104237.
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Mary Beth & Deena Gumina. (2023) Collective Reflection to Resist Demoralization: Exploring Bilingual Teachers’ Narrative Learning Experiences. Language Arts 100:5, pages 353-363.
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Mikko Heikkilä, Saija Mauno, Mari Herttalampi, Jaana Minkkinen, Joona Muotka & Taru Feldt. (2023) Ethical dilemmas and well-being in teachers’ work: A three-wave, two-year longitudinal study. Teaching and Teacher Education 125, pages 104049.
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María José Ibáñez Ayuso, M.ª Rosario Limón Mendizabal & Cristina María Ruíz-Alberdí. (2022) La escuela: lugar de significado y compromiso. Teoría de la Educación. Revista Interuniversitaria 35:1, pages 47-64.
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Emma Towers, Sharon Gewirtz, Meg Maguire & Eszter Neumann. (2022) A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education. Teaching and Teacher Education 117, pages 103778.
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Lisa Yiu. (2020) Educational Injustice in a High-Stakes Testing Context: A Mixed Methods Study on Rural Migrant Children’s Academic Experiences in Shanghai Public Schools. Comparative Education Review 64:3, pages 498-524.
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John Owens, Guddi Singh & Alan Cribb. (2019) Austerity and Professionalism: Being a Good Healthcare Professional in Bad Conditions. Health Care Analysis 27:3, pages 157-170.
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Wendy Haight, Erin P. Sugrue & Molly Calhoun. (2017) Moral injury among Child Protection Professionals: Implications for the ethical treatment and retention of workers. Children and Youth Services Review 82, pages 27-41.
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Doris A. Santoro. (2016) Cassandra in the Classroom: Teaching and Moral Madness. Studies in Philosophy and Education 36:1, pages 49-60.
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Gert Biesta. (2015) An Appetite for Transcendence: A Response to Doris Santoro’s and Samuel Rocha’s Review of The Beautiful Risk of Education. Studies in Philosophy and Education 34:4, pages 419-422.
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Doris A. Santoro & Samuel D. Rocha. (2015) Review of Gert J.J. Biesta,?The Beautiful Risk of Education. Studies in Philosophy and Education 34:4, pages 413-418.
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Meira Levinson. (2015) Moral Injury and the Ethics of Educational Injustice. Harvard Educational Review 85:2, pages 203-228.
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Doris A. Santoro. (2014) Philosophizing About Teacher Dissatisfaction: A Multidisciplinary Hermeneutic Approach. Studies in Philosophy and Education 34:2, pages 171-180.
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