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Teachers’ Emotions in a Context of Reforms: To a Deeper Understanding of Teachers and Reforms

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Advances in Teacher Emotion Research

Abstract

We begin our chapter by reviewing studies of teachers’ emotions in relation to reforms. We examine different theoretical perspectives and methods and elaborate on the strengths and weaknesses of this relatively new field of research, adopting a social-psychological approach to emotions. We argue that this field is still in need of a coherent conceptual framework for adequately understanding teachers’ emotions. Our central assumption is that reforms strongly affect teachers’ emotions due to divergent reasons, varying from feeling insecure and threatened, to feeling reinforced and enthusiastic. What those studies into teachers’ emotions show in general is that most reforms affect teachers’ professional sense of self or identity; teachers feel their core beliefs and assumptions are at stake. At a deeper level, teachers often feel that they are not recognized as professionals, rather as employees or executors of the ideas of others. We also attempt to provide an overview of the potential issues at stake for teachers in the contexts of reforms, referring to the content, process of implementation, and teachers’ agency

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Notes

  1. 1.

    Regarding emotions and reforms, a growing body of research can be found: Regarding reforms, a growing but relatively still small body of research can be found: Aarts et al. 2002; Dinham and Scott 1997; Gross et al. 1971; Hargreaves 1998; Huberman and Miles 1984; Jennings 1992; Kelchtermans 2005; Lampert 1990; Lasky 2005; Little 1996; Little and Bartlett 2002; Nias 1999; Schmidt and Datnow 2005; Spillane 2000; van Veen et al. 2005; van Veen and Sleegers 2006; Zembylas and Barker 2007.

  2. 2.

    In this view, she was not alone. Many of her subject colleagues all over the country protested. After a few years, the ministry of education decided to replace these part-subjects, as they were called, by the previous situation, in which each class has more contact hours per week and all sub skills are integrated again.

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Authors and Affiliations

  1. ICLON, Leiden University, Leiden, the Netherlands

    Klaas Van Veen

Authors
  1. Klaas Van Veen
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  2. Peter Sleegers
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Correspondence to Klaas Van Veen .

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Editors and Affiliations

  1. Dept. Counseling, Educational, University of Texas, San Antonio, West Durango Blvd. 501, San Antonio, 78207-4415, U.S.A.

    Paul A. Schutz

  2. Program of Educational Studies, Open University of Cyprus, Ayiou Antoniou Str. 5, Strovolos, 2002, Cyprus

    Michalinos Zembylas

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Van Veen, K., Sleegers, P. (2009). Teachers’ Emotions in a Context of Reforms: To a Deeper Understanding of Teachers and Reforms. In: Schutz, P., Zembylas, M. (eds) Advances in Teacher Emotion Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0564-2_12

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