Kelchtermans Geert (2005). Â« Teachers' emotions in educational reforms : Self-understanding, vulnerable commitment and micropolitical literacy Â». Teaching and Teacher Education, vol. 2, nÂ° 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
Keywords: travail enseignant
Collection: Teaching and Teacher Education
Views index: 21%
Popularity index: 5.25%
|URLs http://ppw.kuleuve ... mot%20TATE2005.pdf|
"Based on narrative-biographical work with teachers,the author argues that teachersâ€™ 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 teachersâ€™ â€˜â€˜self-understandingâ€™â€™â€”their dynamic sense of identityâ€”in teachersâ€™ 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 teachersâ€™ 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 oneâ€™s working conditions."
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Added by: Feyfant Annie