Search results for: Schutz Paul A.
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This study aimed to better understand how teachers negotiate their emergent identities and the role emotional transactions play in this process. The authors organized the findings by four key features of what we call the process of ‘identity work’: (1) Incoming teacher beliefs; (2) Teacher identity emotional episodes; (3) Teacher attributions, and (4) and Identity adjustment. All of the participants could identify episodes or experiences during which they had salient emotional responses. Some participants elaborated the ways that these emotional responses served to confirm or further teacher identities/expectations they brought with them into their first year of teaching. Others argued that these events triggered a process of questioning or exploration regarding what their incoming beliefs were.
Updated: May. 17, 2018
The purpose of this study was to investigate teachers' perspectives of their relationships with their students. Furthermore, the purpose was to examine how the teachers described and negotiated relationship boundaries. The balance between demonstrating care while maintaining a healthy, productive level of control in the classroom was a recurring theme when discussing the boundaries.
Updated: Jun. 03, 2009