Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education

“…Although research that connects teaching with emotions is comparatively new, its influence is growing in importance (Hargreaves, 2000;Hastings, 2008;Johnson et al, 2005;Kenway & Youdell, 2011;Lasky, 2005;Uitto, Jokikokko & Estola, 2015). Prior to 1996, studies featuring emotions and teaching were often overlooked, in light of education being regarded as a more cognitive process (Hargreaves, 2001;Lasky, 2005;Sutton & Wheatley, 2003).…”

“You have to teach to your personality”: Caring, sharing and teaching with technology

“…Uitto et al (2015) notes that much research into emotions is from a Western cultural context; and the data presented here is limited to teachers in English universities. In addition, the data was collected from a self-selected sample of teachers who were willing to be interviewed about their teaching.…”

“…'" (2004, p. 108). A significant aspect of teacher identity is the role of emotions and the interaction between the cognitive and emotional aspects of teachers' professional identity (e.g., Day & Leitch, 2001;Uitto, Jokikokko, & Estola, 2015). Beijaard et al (2004) identified four features of school teachers' professional identity: identity is an ongoing process -dynamic rather than fixed; it relates both to a person and their context; it consists of sub-identities (that must not conflict); and teachers have agency in how they form and express their identity.…”

CLIL teachers in Finland

“…Emotion as a concept pertinent to teachers' professional lives has garnered much attention in recent decades (for an overview, see Uitto et al, 2015). Despite the many theoretical perspectives taken, including 'physiological, philosophical, historical, sociological, feminist, organizational, anthropological, and psychological' (Van Veen & Sleegers, 2006, pp.…”

“…Nonetheless, for a holistic definition of teacher identity, psychological, emotional and personal aspects have to be considered alongside legitimate professional ones (Bukor, 2015). This becomes all the more important, considering the role emotions play in shaping teachers' identity in regular teaching (Nichols, Schutz, Rodgers, & Bilica, 2016;Uitto et al, 2015) as well as foreign language teaching (Golombek & Doran, 2014;Varghese, Motha, Park, Reeves, & Trent, 2016). Emotions are as much an embodied experience as a cultural tool situated in the discursive, social and institutional frameworks that raise questions for identity (Zembylas, 2003).…”