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Teachers’ emotional experiences in professional development: Where they come from and what they can mean
16 references·0 citing·46 second hop
Teachers’ emotional experiences in professional development: Where they come from and what they can mean (2018)Teachers’ emotional experiences in profes…Teacher professional development in Teaching and Teacher Education over ten years (2010)Teacher professional developm…Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Improving Impact Studies of T…The Four-Phase Model of Interest Development (2006)The Four-Phase Model of Inter…The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)The Control-Value Theory of A…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Problem-Based Learning: What and How Do Students Learn? (2004)Problem-Based Learning: What …In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)In search of the essence of a…Professional Development and Teacher Change (2002)Professional Development and …Policy Implementation and Cognition: Reframing and Refocusing Implementation Research (2002)Policy Implementation and Cog…What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Devel…Teaching as the Learning Profession : Handbook of Policy and Practice (1999)Teaching as the Learning Prof…The emotional practice of teaching (1998)The emotional practice of tea…A Guide to Conducting Consensual Qualitative Research (1997)A Guide to Conducting Consens…Progress on a cognitive-motivational-relational theory of emotion. (1991)Progress on a cognitive-motiv…Cultural differences in teaching and learning (1986)Cultural differences in teach…A circumplex model of affect. (1980)A circumplex model of affect.Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Implications for educational practice of the science of learning and development (2019)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)Overview of Problem-based Learning: Definitions and Distinctions (2006)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The principles of psychology, Vol I. (1890)The Principles of Psychology (1891)Preparing teachers for inclusive classrooms (2009)The New Meaning of Educational Change (2010)Conceptualizing Teacher Professional Learning (2011)Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016)Case Study Research: Design and Methods (1984)Case Study Research: Design and Methods (1991)Qualitative Data Analysis: An Expanded Sourcebook (1994)Professional competence of teachers: Effects on instructional quality and student development. (2013)Effective Teacher Professional Development (2017)National Council of Teachers of Mathematics (1979)Knowledge and Teaching:Foundations of the New Reform (1987)National Science Education Standards (1995)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Hedges: A Study in Meaning Criteria and the Logic of Fuzzy Concepts (1975)The robust beauty of improper linear models in decision making. (1979)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)Measuring emotion: The self-assessment manikin and the semantic differential (1994)The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Naturalistic inquiry (1985)Consensual qualitative research: An update. (2005)Mixed methods research designs in counseling psychology. (2005)Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science. (2005)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change (1978)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008)Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. (2009)Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)Emotional regulation in the workplace: A new way to conceptualize emotional labor. (2000)Healthy and Unhealthy Emotion Regulation: Personality Processes, Individual Differences, and Life Span Development (2004)The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2008)
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References

  • 1980A circumplex model of affect.16,320 cited
  • 2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice5,605 cited
  • 2004Problem-Based Learning: What and How Do Students Learn?5,247 cited
  • 2001What Makes Professional Development Effective? Results From a National Sample of Teachers5,045 cited
  • 2009Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures4,855 cited
  • 2006The Four-Phase Model of Interest Development4,692 cited
  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,206 cited
  • 2002Professional Development and Teacher Change3,396 cited
  • 1991Progress on a cognitive-motivational-relational theory of emotion.3,266 cited
  • 1997A Guide to Conducting Consensual Qualitative Research2,883 cited
  • 2010Teacher professional development in Teaching and Teacher Education over ten years2,264 cited
  • 1999Teaching as the Learning Profession : Handbook of Policy and Practice2,047 cited
  • 2002Policy Implementation and Cognition: Reframing and Refocusing Implementation Research1,918 cited
  • 1998The emotional practice of teaching1,787 cited
  • 2004

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In search of the essence of a good teacher: towards a more holistic approach in teacher education
1,763 cited
  • 1986Cultural differences in teaching and learning1,677 cited
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