Cited by 261Teacher Education and Leadership StudiesEducation Pedagogy and PracticesEducation, Psychology, and Social Research

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How does it feel? Teachers' emotions in a context of change

Van Veen, Klaas, Sleegers, Peter·2006·Journal of Curriculum Studies

DOI 10.1080/00220270500109304

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Abstract

This exploratory study examines how teachers perceive their work within the current context of educational reform. A cognitive social‐psychological approach to emotions offers the theoretical framework for understanding what teachers have at stake within the context of the reforms. Six Dutch secondary school teachers with strongly differing professional orientations were interviewed. The results show the ways in which teachers appraise the relations between their professional orientations and the situational demands they face.

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Authors: Van Veen, K., & Sleegers, P.
Affiliations: Radboud University Nijmegen (NL)
Corresponding author: Van Veen, Klaas
ORCID: Van Veen, Klaas
Venue: Journal of Curriculum Studies
Publisher: Informa UK Limited
Published: 2006-02
Volume: 38
Issue: 1
Pages: 85-111
ISSN: 0022-0272 (ISSN-L)
1366-5839
DOI: 10.1080/00220270500109304
OpenAlex: W2088994974
Cited by: 255
References: 71
Citations by year: 2026: 9 · 2025: 11 · 2024: 7 · 2023: 5 · 2022: 14 · 2021: 14 · 2020: 18 · 2019: 22 · 2018: 12 · 2017: 16 · 2016: 18 · 2015: 12 · 2014: 19 · 2013: 17 · 2012: 10
FWCI: 22.33
Type: journal article
Language: en
Open access: closed
Locations: Journal of Curriculum Studies (publishedVersion)
University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion)
Topics: Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › Education Pedagogy and Practices
Social Sciences › Education › Education, Psychology, and Social Research
Keywords: teacher emotions, educational reform, career guidance, situational demands, secondary school teachers, teacher perceptions, school change

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How does it feel? Teachers' emotions in a context of change

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