The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
Teacher Vulnerability: understanding its moral and political roots
Abstract
Many teachers experience a seme of vulnerability in their work. Analysing primary school teachers’ professional biographies, the author reconstructed the main sources of this vulnerability: administrative or policy measures; professional relationships in the school; limits to teachers’ efficacy. Further analysis of the meaning this vulnerability has for teachers revealed its moral and political roots. Vulnerability implies the feeling that one's professional identity and moral integrity are questioned. Coping with it therefore implies political action in order to (re)gain the social recognition of one's professional self and restore the necessary workplace conditions for good job performance. Finally, autobiographical reflection and story telling are suggested as effective strategies to deal successfully with the sense of vulnerability
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Cites
Organizational culture and leadership
(1993) · Long Range Planning · doi:10.1016/0024-6301(93)90120-5 · Cited by 16,462
Changing teachers, changing times: teachers' work and culture in the postmodern age
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Organizational Culture and Leadership: A Dynamic View
Schein, E. H. (1985) · Jossey-Bass Publishers eBooks · Cited by 1,989
The international encyclopedia of education
Watson, K. (1994) · International Journal of Educational Development · doi:10.1016/0738-0593(94)90060-4 · Cited by 1,487
Teachers' Professional Development in a Climate of Educational Reform
Little, J. W. (1993) · Educational Evaluation and Policy Analysis · doi:10.2307/1164418 · Cited by 1,404
Social Theory and the Politics of Identity.
Gamson, J., Calhoun, C., Larana, E., Johnston, H., & Gusfield, J. R. (1995) · Contemporary Sociology · doi:10.2307/2076467 · Cited by 1,131
Social theory and the politics of identity
Calhoun, C. J. (1994) · Cited by 788
Primary Teachers Talking: A Study of Teaching As Work
Nias, J. (1989) · Medical Entomology and Zoology · Cited by 722
Goodison, I. (2013) · Routledge eBooks · doi:10.4324/9780203415177 · Cited by 601
The practicality ethic in teacher decision-making
Doyle, W., & Ponder, G. A. (1977) · Interchange · doi:10.1007/bf01189290 · Cited by 572
Cited by
Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research
Sutton, R. E., & Wheatley, K. F. (2003) · Educational Psychology Review · doi:10.1023/a:1026131715856 · Cited by 1,372
Four Ages of Professionalism and Professional Learning
Hargreaves, A. (2000) · Teachers and Teaching · doi:10.1080/713698714 · Cited by 1,187
Emotions and Teacher Identity: A poststructural perspective
Zembylas, M. (2003) · Teachers and Teaching · doi:10.1080/13540600309378 · Cited by 963
Hong, J. Y. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.06.003 · Cited by 847
Kelchtermans, G. (2005) · Teaching and Teacher Education · doi:10.1016/j.tate.2005.06.009 · Cited by 720
Self-citation
Metadata
- Authors
- Kelchtermans, G.
- Venue
- Cambridge Journal of Education
- Publisher
- Informa UK Limited
- Published
- 1996-11
- Volume
- 26
- Issue
- 3
- Pages
- 307-323
- ISSN
- 0305-764X (ISSN-L)
- 1469-3577
- OpenAlex
- W2000946407
- Cited by
- 405
- References
- 26
- FWCI
- 11.72
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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