This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Alsop, S. (2001). Seeking emotional involvement in science education: Food-chains and webs. School Science Review, 83(302), 63–68.
American Association for the Advancement of Science. (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.
Barker, H. B. (2001). A room of one’s own: Concrete and conceptual spaces. In M. Osborne & A. Barton (Eds.), Teaching science in diverse settings: Marginalized discourses and classroom practice (pp. 59–78). New York: Peter Lang.
Beck, C., & Kosnik, C. M. (1995). Caring for the emotions: Toward a more balanced schooling. In A. Neiman (Ed.), Philosophy of education (pp. 161–169). Urbana, IL: Philosophy of Education Society.
Blackmore, J. (1996). Doing ‘emotional labour’ in the education market place: Stories from the field of women in management. Discourse: Studies in the Cultural Politics of Education, 17, 337–349.
Boler, M. (1999). Feeling power: Emotions and education. New York: Routledge.
Cherniss, C. (1995). Beyond burnout: Helping teachers, nurses, therapists and lawyers recover from stress and disillusionment. New York: Routledge.
Clark, C., & Peterson, P. (1986). Teachers’ thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). New York: Macmillan.
D’Andrade, R. G. (1981). The cultural part of cognition. Cognitive Science, 5, 179–195.
Dworkin, A. G. (1987). Teacher burnout in the public schools: Structural causes and consequences for children. Albany, NY: State University of New York Press.
Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco: Jossey-Bass.
Golby, M. (1996). Teachers’ emotions: An illustrated discussion. Cambridge Journal of Education, 26, 423–434.
Hargreaves, A. (1998a). The emotional practice of teaching. Teaching and Teacher Education, 14, 835–854.
Hargreaves, A (1998b). The emotional politics of teaching and teacher development: With implications for educational leadership. International Journal of Leadership in Education, 1, 315–336.
Hargreaves, A. (2000a). Emotional geographies of teaching and educational change. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Hargreaves, A. (2000b). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811–826.
Harré, R. (Ed.). (1986). The social construction of emotions. New York: Basil Blackwell.
Huberman, M. (1993). The lives of teachers. London: Cassell.
Janack, M. (2000). Emotion and conversion. The APA Newsletters, 99, 184–186.
Jeffrey, B., & Woods, P. (1996). Feeling deprofessionalized: The social construction of emotions during an OFSTED inspection. Cambridge Journal of Education, 26, 325–343.
Kagan, D. (1992a). Implications of research on teacher belief. Educational Psychologist, 27, 65–90.
Kagan, D. (1992b). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129–170.
Kelchtermans, G. (1996). Teacher vulnerability: Understanding its moral and political roots. Cambridge Journal of Education, 26, 307–324.
Lasky, S. (2000). The cultural and emotional politics of teacher-parent interactions. Teaching and Teacher Education, 16, 843–860.
Little, J. W. (1996). The emotional contours and career trajectories of (disappointed) reform enthusiasts. Cambridge Journal of Education, 26, 345–359.
Mandler, G. (1989). Affect and learning: Causes and consequences of emotional interactions. In D. McLeod & V. Adams (Eds.), Affect and mathematical problem solving: A new perspective (pp. 3–19). New York: Springer-Verlag.
Matthews, B. (2002). Why is emotional literacy important to science teachers? The School Science Review, 84(305), 97–104.
Matthews, B., Kilbey, T., Doneghan, C., & Harrison, S. (2002). Improving attitudes to science and citizenship through developing emotional literacy. The School Science Review, 84(306), 103–114.
McLeod, D. (1989). The role of affect in mathematical problem solving. In D. McLeod & V. Adams (Eds.), Affect and mathematical problem solving: A new perspective (pp. 20–36). New York: Springer-Verlag.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.
Nias, J. (1989). Primary teachers talking: A study of teaching and work. London: Routledge.
Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26, 293–306.
Nichols, S., & Tippins, D. (2000). Prospective elementary science teachers and biomythographies: An exploratory approach to autobiographical research. Research in Science Education, 30, 141–153.
Nichols, S. E., Wieseman, K., & Tippins, D. (1997). A toolkit for developing critically reflective science teachers. Research in Science Education, 27, 175–194.
Norman, D. A. (1981). Twelve issues for cognitive science. In D. A. Norman (Ed.), Perspectives on cognitive science (pp. 265–295). Norwood, NJ: Ablex.
Osborn, M. (1996). Book reviews: The highs and lows of teaching: 60 years of research revisited. Cambridge Journal of Education, 26, 455–461.
Planalp, S., & Fitness, J. (1999). Thinking/feeling about social and personal relationships. Journal of Social and Personal Relationships, 16, 731–750.
Reddy, W. M. (1999). Emotional liberty: Politics and history in the anthropology of emotions. Cultural Anthropology, 14, 256–288.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), The handbook of research in teacher education (2nd ed., pp. 102–119). New York: Macmillan.
Richmond, G., Howes, E., Kurth, L., & Hazelwood, C. (1998). Connections and critique: Feminist pedagogy and science teacher education. Journal of Research in Science Teaching, 35, 897–918.
Rosaldo, M. (1984). Toward an anthropology of self and feeling. In R. Shweder & R. Levine (Eds.), Culture theory: Essays on mind, self, and emotion (pp. 137–157). New York: Cambridge University Press.
Salzberger-Wittenberg, I., Henry, G., & Osborne, E. (1983). The emotional experience of teaching and learning. London: Routledge & Kegan Paul.
Schmidt, M. (2000). Role theory, emotions, and identity in the department headship of secondary schooling. Teaching and Teacher Education, 16, 827–842.
Schutz, P., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37, 125–134.
Simon, H. A. (1982). Comments. In M. S. Clark & S. T. Fiske (Eds.), Affect and cognition, The Seventeenth Annual Carnegie Symposium on Cognition (pp. 333–342). Hillsdale, NJ: Lawrence Erlbaum.
Solomon, R. C. (1984). Getting angry: The Jamesian theory of emotion in anthropology. In R. A. Shweder & R. A. Levine (Eds.), Culture theory: Essays on mind, self, and emotion (pp. 238–254). Cambridge: Cambridge University Press.
Stocker, M. (1996). Valuing emotions. Cambridge, MA: Cambridge University Press.
Tickle, L. (1996). New teachers and the emotions of learning teaching. Cambridge Journal of Education, 21, 319–329.
Travers, C. J., & Cooper, C. L. (1996). Teachers under pressure: Stress in the teaching profession. London: Routledge.
Troman, G., & Woods, P. (2000). Careers under stress: Teacher adaptations at a time of intensive reform. Journal of Educational Change, 1, 253–275.
Truch, S. (1980). Teacher burnout and what to do about. Novato, CA: Academic Therapy.
Vandenberghe, R., & Huberman, A. M. (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge: Cambridge University Press.
Watts, M., & Alsop, S. (1997). A feeling for learning: Modeling affective learning in school science. The Curriculum Journal, 8, 351–365.
Watts, M., & Walsh, A. (1997). Affecting primary science: A case from the early years. Early Childhood and Care, 129, 51–61.
Zembylas, M. (2001). A paralogical affirmation of emotion’s discourse in science teaching. In M. Osborne & A. Barton (Eds.), Teaching science in diverse settings: Marginalized discourses and classroom practice (pp. 99–128). New York: Peter Lang.
Zembylas, M. (2002a). Constructing genealogies of teachers’ emotions in science teaching. Journal of Research in Science Teaching, 39, 79–103.
Zembylas, M. (2002b). “Structures of feeling” in curriculum and teaching: Theorizing the emotional rules. Educational Theory, 52, 187–208.
Zembylas, M. (2003a). Caring for teacher emotion: Reflections on teacher self-development. Studies in Philosophy and Education, 22, 103–125.
Zembylas, M. (2003b). Interrogating “teacher identity”: Emotion, resistance, and self-formation. Educational Theory, 53, 107–127.
Zembylas, M. (2004a). Emotion metaphors and emotional labor in science teaching. Science Education, 55, 301–324.
Zembylas, M. (2004b). Young children’s emotional practices while engaged in long-term science investigations. Journal of Research in Science Teaching, 41(7), 693–719.
Zembylas, M., & Barker, H. (2002). Beyond “methods” and prescriptions: Community conversations and individual spaces in elementary science education courses. Research in Science Education, 32, 329–351.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer
About this chapter
Cite this chapter
Zembylas, M. (2005). Emotions and Science Teaching: Present Research and Future Agendas. In: Cobern, W.W., et al. Beyond Cartesian Dualism. Science & Technology Education Library, vol 29. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3808-9_10
Download citation
DOI: https://doi.org/10.1007/1-4020-3808-9_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-3807-5
Online ISBN: 978-1-4020-3808-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)