ERIC Number: EJ723979
Record Type: Journal
Publication Date: 2005-Nov
Reference Count: N/A
One Teacher's Identity, Emotions, and Commitment to Change: A Case Study into the Cognitive-Affective Processes of a Secondary School Teacher in the Context of Reforms
van Veen, Klaas; Sleegers, Peter; van de Ven, Piet-Hein
Teaching & Teacher Education: An International Journal of Research and Studies, v21 n8 p917-934 Nov 2005
This paper presents a cognitive social-psychological theoretical framework on emotions, derived from Richard Lazarus, to understand how teachers' identity can be affected in a context of reforms. The emphasis of this approach is on the cognitive-affective processes of individual teachers, enabling us to gain a detailed understanding of what teachers have at stake or what their personal, moral, and social concerns are. To illustrate the usefulness of this approach, a case of a reform-enthusiast Dutch secondary school teacher of Dutch language and literature is presented. The analysis of his emotions of enthusiasm for the reforms, and his emotions of anxiety, anger, guilt, and shame related to the way the reforms unfold in his school and influence his work, show the many ways his identity and concerns are affected, resulting in a loss of reform enthusiasm. The paper ends with a reflection on the possible risks of current educational policies to the commitment and quality of the current and next generation of teachers.
Descriptors: Educational Change, Secondary School Teachers, Teacher Attitudes, Foreign Countries, Case Studies, Affective Behavior, Psychological Patterns, Identification (Psychology), Emotional Response, Social Influences
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands