|
|
|
|
| LEADER |
05564nam a22004575i 4500 |
| 001 |
5648 |
| 003 |
DE-He213 |
| 005 |
20130726225005.0 |
| 007 |
cr nn 008mamaa |
| 008 |
100301s2009 xxu| s |||| 0|eng d |
| 020 |
# |
# |
|a 9781441905642
|9 978-1-4419-0564-2
|
| 024 |
7 |
# |
|a 10.1007/978-1-4419-0564-2
|2 doi
|
| 050 |
# |
4 |
|a LB1050.9-1091
|
| 072 |
# |
7 |
|a JNC
|2 bicssc
|
| 072 |
# |
7 |
|a EDU009000
|2 bisacsh
|
| 082 |
0 |
4 |
|a 370.15
|2 23
|
| 100 |
1 |
# |
|a Schutz, Paul A.
|e editor.
|
| 245 |
1 |
0 |
|a Advances in Teacher Emotion Research
|b The Impact on Teachers Lives /
|c edited by Paul A. Schutz, Michalinos Zembylas.
|h [electronic resource] :
|
| 264 |
# |
1 |
|a Boston, MA :
|b Springer US,
|c 2009.
|
| 300 |
# |
# |
|a XVI, 390 p. 8 illus.
|b online resource.
|
| 336 |
# |
# |
|a text
|b txt
|2 rdacontent
|
| 337 |
# |
# |
|a computer
|b c
|2 rdamedia
|
| 338 |
# |
# |
|a online resource
|b cr
|2 rdacarrier
|
| 347 |
# |
# |
|a text file
|b PDF
|2 rda
|
| 505 |
0 |
# |
|a Introduction to Advances in Teacher Emotion Research: The Impact on Teachers Lives -- Pedagogical, sociological and phenomenological aspects of emotions in teaching and learning -- Emotional geographies of teachers and teaching -- Understanding the nature of teachers emotions -- Feminist politics of emotion in the classroom: A 21st century review -- Psychological perspectives on teachers emotions -- The emotions in learning to teach and to mentor -- The research on emotion management in teaching: Major trends and future directions -- Emotion regulation and classroom management -- Causes and effects of teachers emotions -- Entering the emotional practice of teaching: Lessons learned, opportunities lost -- Fatigue and rejuvenation: Emotion dynamics in student-teacher relationships -- Teacher transactions with the emotional dimensions of student experiences with cancer -- Teacher emotion: The quality of reflection at the intersection of subject matter and sociocultural context -- Intensified feelings. Teacher emotions in times of performativity -- Teachers emotions in a context of reforms -- Investigating contextual elements and personal elements of teachers motivation and emotions for implementing whole school reform -- Beliefs and professional identity: Critical constructs in examining the impact of reform on the emotional experiences of teachers -- Decentering the whiteness of research on teacher emotions: Black, Latino and Native American perspectives -- The emotionality of being women professors of color in engineering: A critical race theory and critical race feminism perspective -- Emotion as the other of all worlds: A poststructural analysis of power and affect in the classroom -- The emotions of social and political Change: Mobilizing affect for citizenship education -- Where do we go from here? Implications and future directions for inquiry on teacher emotion.
|
| 520 |
# |
# |
|a Some reports estimate that nearly 50% of teachers entering the profession leave within the first five years (Alliance for Excellent Education 2004; Ingersoll, 2003; Quality Counts 2000). One explanation of why teachers leave the profession so early in their career might be related to the emotional nature of the teaching profession. For example, teaching is an occupation that involves considerable emotional labor. Emotional labor involves the effort, planning, and control teachers need to express organizationally desired emotions during interpersonal transactions. As such, emotional labor has been associated with job dissatisfaction, health symptoms and emotional exhaustion, which are key components of burnout and related to teachers who drop out of the profession. Research into emotional labor in teaching and other aspects of teachers emotions is becoming increasingly important not only because of the growing number of teachers leaving the profession, but also because unpleasant classroom emotions have considerable implications for student learning, school climate and the quality of education in general. Using a variety of different methodological and theoretical approaches, the authors in this edited volume, Advances in Teacher Emotion Research: The Impact on Teachers Lives, provide a systematic overview that enriches our understanding of the role of emotions in teachers professional lives and work. More specifically, the authors discuss inquiry related to teachers emotions in educational reform, teacher identity, student involvement, race/class/gender issues, school administration and inspection, emotional labor, teacher burnout and several other related issues. This volume, then, represents the accumulation of different epistemological and theoretical positions related to inquiry on teachers emotions, acknowledging that emotions are core components of teachers lives. Advances in Teacher Emotion Research takes an eclectic look at teacher emotions, presenting current research from diverse perspectives, thereby making this volume a significant contribution to the field.
|
| 650 |
# |
0 |
|a Education.
|
| 650 |
# |
0 |
|a Educational psychology.
|
| 650 |
# |
0 |
|a Developmental psychology.
|
| 650 |
1 |
4 |
|a Education.
|
| 650 |
2 |
4 |
|a Educational Psychology.
|
| 650 |
2 |
4 |
|a Teaching and Teacher Education.
|
| 650 |
2 |
4 |
|a Child and School Psychology.
|
| 700 |
1 |
# |
|a Zembylas, Michalinos.
|e editor.
|
| 710 |
2 |
# |
|a SpringerLink (Online service)
|
| 773 |
0 |
# |
|t Springer eBooks
|
| 776 |
0 |
8 |
|i Printed edition:
|z 9781441905635
|
| 856 |
4 |
0 |
|u https://ezaccess.library.uitm.edu.my/login?url=http://dx.doi.org/10.1007/978-1-4419-0564-2
|
| 912 |
# |
# |
|a ZDB-2-SHU
|
| 950 |
# |
# |
|a Humanities, Social Sciences and Law (Springer-11648)
|