Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

“…This notion diverges from previous findings (e.g. those of Hargreaves, 2005;Peachter, 2003). Although there were various positions towards the reform, the vocational teachers also shared similar views on the reform .…”

Professional identity tensions of beginning teachers

“…In most cases, feelings of helplessness, frustration, or anger were dominant in accompanying the tensions. This study thus adds to the general acknowledgement that feelings are an inherent part of teaching and learning to teach (Hargreaves, 2005;Kelchtermans, 2005;Olsen, 2010;Van Veen & Lasky, 2005). A positive outcome of this study was that some interviewees expressed that they had learned from their tensions.…”

“…For the beginning teachers illustrated before, coping with their situations was emotionally difficult. Feelings are an inherent part of teaching anyway (Hargreaves, 2005;Kelchtermans, 2005;Olsen, 2010). Nias (1996) argues that the emotional reactions of teachers to their work are connected to the views that they have of themselves and others.…”

Professional development for professional learners: teachers’ experiences in Norway, Germany and England

“…This study revisits the lives of mid-career teachers (Hargreaves 2005) nine years after they were interviewed in research examining their professional socialisation into teaching (name deleted to maintain the integrity of the review process). In the original study a purposive sample (Winne and Alexander, 2006) of thirty-two teachers from Norway, Germany and England were interviewed three times during the course of the first two years of their professional careers.…”