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Kelchtermans Geert (2005). « Teachers' emotions in educational reforms : Self-understanding, vulnerable commitment and micropolitical literacy ». Teaching and Teacher Education, vol. 2, n° 21, p. 995–1006. En ligne : <http://ppw.kuleuven.be/ ... dfs/Emot%20TATE2005.pdf>. 
Added by: Feyfant Annie (23 Apr 2007 15:53:18 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Kelchtermans2005
Categories: General
Keywords: travail enseignant
Creators: Kelchtermans
Collection: Teaching and Teacher Education
Views: 1081/3280
Views index: 21%
Popularity index: 5.25%
URLs     http://ppw.kuleuve ... mot%20TATE2005.pdf
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."
copyright 2005 Elsevier Ltd. All rights reserved.
Added by: Feyfant Annie  
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