Teachers' Goals, Beliefs, Emotions, and Identity Development

Investigating Complexities in the Profession
1. Auflage 2020
ISBN: 978-1-138-31591-4
Verlag: Routledge

Buch, Englisch, 162 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 398 g

Teachers’ Goals, Beliefs, Emotions, and Identity Development discusses the nonlinear, multifaceted processes of teacher development by foregrounding constructs related to well-being and professional standards. Teachers lead full, complex lives that are set in both immediate and social-historical realities that significantly shape their ongoing successes and challenges. Informed by a range of psychological and educational theories and perspectives and meaningfully situated in contemporary perspectives of teacher well-being, this book offers comprehensive and holistic approaches to the processes and contexts of teacher development. The authors’ research and implications for practice will be useful for prospective and practising teachers, teacher educators, classroom researchers, school administrators, and policymakers.

Autoren/Hrsg.

Schutz, Paul A.

Hong, Ji

Cross Francis, Dionne

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Gruppen/Soziale Themen Gender Studies, Geschlechtersoziologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Religionssoziologie
• Sozialwissenschaften Pädagogik Pädagogik
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziale Arbeit/Sozialpädagogik

Inhaltsverzeichnis

1. Introduction, Foundational Assumptions, and Overview 2. Goals and Standards: "I Want to Become a Teacher" 3. The Genesis and Influence of Beliefs 4. Theoretically Framing the Nature of Teacher Emotion 5. The Process of Identifying as a Teacher 6. Regulating Classroom Activities 7. The Ubiquitous Influences of Social Historical Contexts 8. Learning, Growing, and Continuously Becoming a Teacher

Über Autor(innen)

Paul A. Schutz is Professor Emeritus at the University of Texas at San Antonio and Interim Chair of the Department of Educational Psychology at the University of Arizona, USA.

Ji Y. Hong is Associate Professor in the Department of Educational Psychology at the University of Oklahoma, USA.

Dionne Cross Francis is Associate Professor of Mathematics Education in the Department of Curriculum and Instruction at Indiana University, Bloomington, USA.