The emotional practice of teaching

TL;DR: In this article, the authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and wellbeing in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social learning program implementation.

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Abstract: The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and wellbeing in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.

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2,271 citations

Cites background from "The emotional practice of teaching"

...Society’s expectation that teachers manage the emotional lives of their students as well as teach subject matter may leave many teachers exhausted and burned out (Hargreaves, 1998)....
[...]
...Given the very high demands placed on teachers, it is surprising that they rarely receive specific training to address the importance of social and emotional issues in the classroom or how to develop the SEC to successfully handle them (Hargreaves, 1998)....
[...]
...Society's expectation that teachers manage the emotional lives of their students as well as teach subject matter may leave many teachers exhausted and burned out (Hargreaves, 1998)....
[...]

Journal Article•DOI•

Policy Implementation and Cognition: Reframing and Refocusing Implementation Research

[...]

James P. Spillane, Brian J. Reiser, Todd Reimer

01 Sep 2002-Review of Educational Research

TL;DR: This article developed a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction.

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Abstract: Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article we develop a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction. From a cognitive perspective, a key dimension of the implementation process is whether, and in what ways, implementing agents come to understand their practice, potentially changing their beliefs and attitudes in the process. We draw on theoretical and empirical literature to develop a cognitive perspective on implementation. We review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions.

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1,638 citations

Cites background from "The emotional practice of teaching"

...As Hargreaves (1998) points out, teaching and learning are not about knowledge and cognition alone; they are also “emotional practices.”...
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...Indeed, research on the emotional dimensions of teachers’ work is scarce (Hargreaves, 1998, 2001; Hargreaves, Beatty, Lasky, Schmidt, & James-Wilson, in press)....
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...Hargreaves (2001), on the basis of a study of 53 Canadian elementary and secondary teachers in 15 schools that varied in terms of size and communities served, found that when...
[...]

Journal Article•DOI•

Understanding teacher identity: an overview of issues in the literature and implications for teacher education

[...]

Catherine Beauchamp¹, Lynn Thomas²•Institutions (2)

Bishop's University¹, Université de Sherbrooke²

27 May 2009-Cambridge Journal of Education

TL;DR: The authors provide an overview of the issues revealed in recent discussions of teacher identity: the problem of defining the concept; the place of the self, and related issues of agency, emotion, narrative and discourse; the role of reflection; and the influence of contextual factors.

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Abstract: While literature on teaching emphasizes the importance of identity in teacher development, understanding identity and the issues related to it can be a challenging endeavour. This article provides an overview of the issues revealed in recent discussions of teacher identity: the problem of defining the concept; the place of the self, and related issues of agency, emotion, narrative and discourse; the role of reflection; and the influence of contextual factors. A particular focus is placed on identity in pre‐service teachers and new practitioners. Implications of an understanding of these issues for programmes of teacher education are highlighted.

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1,557 citations

Cites background from "The emotional practice of teaching"

...Work on the nature of teaching stresses emotion as an influential factor in teachers’ approaches to their professional lives and to their identities (see Hargreaves, 1998, 2001)....
[...]
...Work on the nature of teaching stresses emotion as an influential factor in teachers’ approaches to their professional lives and to their identities (see Hargreaves, 1998 , 2001 )....
[...]

Journal Article•DOI•

In search of the essence of a good teacher: towards a more holistic approach in teacher education

[...]

Fred A. J. Korthagen¹•Institutions (1)

Utrecht University¹

01 Jan 2004-Teaching and Teacher Education

TL;DR: In this paper, the authors discuss an umbrella model of levels of change that could serve as a framework for reflection and development in teacher education, highlighting relatively new areas of research, viz. teachers' professional identity and mission.

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1,458 citations

Cites background from "The emotional practice of teaching"

...Korthagen and Lagerwerf (1996) emphasize that not only visual images or purely cognitive aspects are involved here, but also emotional (compare Hargreaves, 1998), volitional and behavioral aspects....
[...]
...Korthagen and Lagerwerf (1996) emphasize that not only visual images or purely cognitive aspects are involved here, but also emotional (compare Hargreaves, 1998 ), volitional and behavioral aspects....
[...]

Journal Article•DOI•

Mixed emotions: teachers’ perceptions of their interactions with students

[...]

Andy Hargreaves¹•Institutions (1)

Ontario Institute for Studies in Education¹

01 Nov 2000-Teaching and Teacher Education

TL;DR: This paper described the conceptual framework, methodology, and some results from a project on the Emotions of Teaching and Educational Change and introduced the concepts of emotional intelligence, emotional labor, emotional understanding and emotional geographies.

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1,173 citations

Cites background from "The emotional practice of teaching"

...…for students, and the emotional bonds and understandings that teachers established with them, underpinned virtually everything else teachers did (Hargreaves, 1998b; Hargreaves, Earl, Moore, & Manning, in press)*their preferences for core-grouping structures that enabled them to `rolla with the…...
[...]
...…measures and other technologies of control, towards developing structures, purposes and programs of secondary schooling that will help teachers and students build a more solid base of emotional understanding with each other, on which successful teaching can be built (Hargreaves, 1998a)....
[...]
...When teachers' emotional scanning goes awry, however, what they actually experience is emotional misunderstanding*they think they know what their students are feeling, but are completely wrong (Hargreaves, 1998a)....
[...]

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References

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Book•

The New Meaning of Educational Change

[...]

Michael Fullan

01 Jan 1990

TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.

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Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change

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10,256 citations

Book•

Other People's Children: Cultural Conflict in the Classroom

[...]

Lisa D. Delpit

01 Mar 1995

4,610 citations

Book•

Handbook of Emotions

[...]

Michael Lewis, Jeannette M. Haviland

15 Jun 1993

TL;DR: In this paper, the authors discuss the role of emotion in the development of the human brain and its role in human emotion processing, and propose a framework to understand the relationship between human emotion and the brain.

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Abstract: Part 1. Interdisciplinary Foundations. R.C. Solomon, The Philosophy of Emotions. P.N. Stearns, History of Emotions: Issues of Change and Impact. J.E. Stets, J.H. Turner, The Sociology of Emotions. J. Panksepp, The Affective Brain and Core Consciousness: How Does Neural Activity Generate Emotional Feelings? N.H. Frijda, The Psychologist's Point of View. L.S. Greenberg, The Clinical Application of Emotion in Psychotherapy. P.N. Johnson-Laird, K. Oatley, Emotions, Music, and Literature. J. Tooby, L. Cosmides, The Evolutionary Psychology of the Emotions and Their Relationship to Internal Regulatory Variables. R. Loewenstein, G. Loewenstein, The Role of Emotion in Economic Behavior. Part 2. Biological and Neurophysiological Approaches to Emotion. J.E. LeDoux, E.A. Phelps, Emotional Networks in the Brain. J.T. Larsen, G.G. Berntson, K.M. Poehlmann, T.A. Ito, J.T. Cacioppo, The Psychophysiology of Emotion. J. Bachorowski, M.J. Owren, Vocal Expressions of Emotion. D. Matsumoto, D. Keltner, M.N. Shiota, M. O'Sullivan, M. Frank, Facial Expressions of Emotion. J.M. Haviland-Jones, P.J. Wilson, A "Nose" for Emotion: Emotional Information and Challenges in Odors and Semiochemicals. T.D. Wager, L. Feldman Barrett, E. Bliss-Moreau, K. Lindquist, S. Duncan, H. Kober, J. Joseph, M. Davidson, J. Mize, The Neuroimaging of Emotion. A.D. Craig, Interoception and Emotion: A Neuroanatomical Perspective. Part 3. Developmental Changes. L.A. Camras, S.S. Fatani, The Development of Facial Expressions: Current Perspectives on Infant Emotions. M. Lewis, The Emergence of Human Emotions. P.L. Harris, Children's Understanding of Emotion. C. Saarni, The Interface of Emotional Development with Social Context. S.C. Widen, J.A. Russell, Young Children's Understanding of Others' Emotions. A.S. Walker-Andrews, Intermodal Emotional Processes in Infancy. C. Magai, Long-Lived Emotions: A Lifecourse Perspective on Emotional Development. Part 4. Social Perspectives. L.R. Brody, J.A. Hall, Gender and Emotion in Context. R.A. Shweder, J. Haidt, R. Horton, C. Joseph, The Cultural Psychology of the Emotions: Ancient and Renewed. E.R. Smith, D.M. Mackie, Intergroup Emotions. M.L. Hoffman, Empathy and Prosocial Behavior. A.H. Fischer, A.S.R. Manstead, Social Functions of Emotion. Part 5. Personality Issues. R.E. Lucas, E. Diener, Subjective Well-Being. J.E. Bates, J.A. Goodnight, J.E. Fite, Temperament and Emotion. J.J. Gross, Emotion Regulation. K.A. Lindquist, L. Feldman Barrett, Emotional Complexity. Part 6. Cognitive Factors. P. Salovey, B.T. Detweiler-Bedell, J.B. Detweiler-Bedell, J.D. Mayer, Emotional Intelligence. A.M. Isen, Some Ways in which Positive Affect Influences Decision Making and Problem Solving. N.L. Stein, M.W. Hernandez, T. Trabasso, Advances in Modeling Emotion and Thought: The Importance of Development, On-Line and Multilevel Analyses. P.M. Niedenthal, Emotion Concepts. E.A. Kensinger, D.L. Schacter, Memory and Emotion. M. Minsky, A Framework for Representing Emotional States. G.L. Clore, A. Ortony, Appraisal Theories: How Cognition Shapes Affect into Emotion. Part 7. Health and Emotions. M.A. Diefenbach, S.M. Miller, M. Porter, E. Peters, M. Stefanek, H. Leventhal, Emotions and Health Behavior: A Self-Regulation Perspective. M.E. Kemeny, A. Shestyuk, Emotions, the Neuroendocrine and Immune Systems, and Health. N.S. Consedine, Emotions and Health. A.M. Kring, Emotion Disturbances as Transdiagnostic Processes in Psychopathology. Part 8. Select Emotions. A. Ohman, Fear and Anxiety: Overlaps and Dissociations. E.A. Lemerise, K.A. Dodge, The Development of Anger and Hostile Interactions. M. Lewis, Self-Conscious Emotions: Embarrassment, Pride, Shame, and Guilt. P. Rozin, J. Haidt, C.R. McCauley, Disgust. B.L. Fredrickson, M.A. Cohn, Positive Emotions. G.A. Bonanno, L. Goorin, K.G. Coifman, Sadness and Grief.

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3,892 citations

Book•

The rise and fall of strategic planning

[...]

Henry Mintzberg

01 Jan 1994

TL;DR: The "Planning School" in Context as mentioned in this paper has been used as a metaphor for the "planning school" in the context of the strategic planning process and its application in the real world.

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Abstract: Acknowlegdements xv A Note to the Reader xvii Introduction: The "Planning School" in Context 1 1.Planning and Strategy 5 2.Models of the Strategic Planning Process 35 3. Evidence on Planning 91 4. Some Real Pitfalls of Planning 159 5.Fundamental Fallacies of Strategic Planning 221 6. Planning, Plan, Planners 323 References 417 Index 445 About the Author 459

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3,613 citations

Book•

Life in Classrooms

[...]

Philip W. Jackson

01 Jan 1968

TL;DR: In this article, the authors describe school as a place where tests are failed and passed, where amusing things happen, where new insights are stumbled upon, and skills acquired, and new skills are acquired.

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Abstract: School is a place where tests are failed and passed, where amusing things happen, where new insights are stumbled upon, and skills acquired. But it is also a place in which people sit, and listen, and wait, and raise their hands, and pass out paper, and stand in line, and sharpen pencils. School is where we encounter both friends and foes, where imagination is unleashed and misunderstanding brought to ground. But it is also a place in which yawns are stifled and initials scratched on desktops, where milk money is collected and recess lines are formed. Both aspects of school life, the celebrated and the unnoticed, are familiar to all of us, but the latter, if only because of its characteristic neglect, seems to deserve more attention than it has received to date from those who are interested in education.

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3,073 citations