Teachers¿ Goals, Beliefs, Emotions, and Identity Development discusses the nonlinear, multifaceted processes of teacher development by foregrounding constructs related to wellbeing and professional standards.
Teachers¿ Goals, Beliefs, Emotions, and Identity Development discusses the nonlinear, multifaceted processes of teacher development by foregrounding constructs related to wellbeing and professional standards.
Paul A. Schutz is Professor Emeritus at the University of Texas at San Antonio and Interim Chair of the Department of Educational Psychology at the University of Arizona, USA. Ji Y. Hong is Associate Professor in the Department of Educational Psychology at the University of Oklahoma, USA. Dionne Cross Francis is Associate Professor of Mathematics Education in the Department of Curriculum and Instruction at Indiana University, Bloomington, USA.
Inhaltsangabe
1. Introduction, Foundational Assumptions, and Overview 2. Goals and Standards: "I Want to Become a Teacher" 3. The Genesis and Influence of Beliefs 4. Theoretically Framing the Nature of Teacher Emotion 5. The Process of Identifying as a Teacher 6. Regulating Classroom Activities 7. The Ubiquitous Influences of Social Historical Contexts 8. Learning, Growing, and Continuously Becoming a Teacher
1. Introduction, Foundational Assumptions, and Overview 2. Goals and Standards: "I Want to Become a Teacher" 3. The Genesis and Influence of Beliefs 4. Theoretically Framing the Nature of Teacher Emotion 5. The Process of Identifying as a Teacher 6. Regulating Classroom Activities 7. The Ubiquitous Influences of Social Historical Contexts 8. Learning, Growing, and Continuously Becoming a Teacher
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