Title: Teachers' emotions in educational reforms: self-understanding, vulnerable commitment and micropolitical literacy
Authors: Kelchtermans, Geert # ×
Issue Date: 2005
Publisher: Pergamon
Series Title: Teaching and Teacher Education vol:21 issue:8 pages:995-1006
Abstract: Based on narrative-biographical work with teachers,the author argues that teachers’ emotions have to be understood
in relation to the vulnerability that constitutes a structural condition of the teaching job. Closely linked to this condition is the central role played by teachers’ ‘‘self-understanding’’—their dynamic sense of identity—in teachers’ actions and their dealing with,for example,the challenges posed by reform agendas. The (emotional) impact of those agendas is mediated by the professional context,that encompasses dimensions of time, age, generation,biography) and of space (the structural and cultural working conditions). Finally,it is argued that the professional and meaningful interactions of teachers with their professional context contains a fundamental political dimension. Emotions reflect the fact that deeply held beliefs on good education are part of teachers’ self-understanding. Reform agendas that impose different
normative beliefs may not only trigger intense feelings,but also elicit micropolitical actions of resistance or proactive attempts to influence and change one’s working conditions.
Description: Academische lerarenopleiding Psychologie en pedagogische wetenschappen. Departement Pedagogische wetenschappen. Centrum voor Onderwijsbeleid en -vernieuwing.
ISSN: 0742-051X
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Teacher Training, Faculty of Psychology and Educational Sciences (-)
× corresponding author
# (joint) last author

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