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Direct linkZembylas, Michalinos – Journal of Research in Science Teaching, 2004
In this article, the role of young children's emotional practices in science learning is described and analyzed. From the standpoint of performativity theory and social-constructionist theory of emotion, it is argued that emotion is performative and the expression of emotion in the classroom has its basis in social relationships. Arising from…
Descriptors: Young Children, Ethnography, Science Instruction, Science Education
Zembylas, Michalinos – Teaching & Teacher Education: An International Journal of Research and Studies, 2004
This article seeks to explore the emotional characteristics of teaching through an ethnographic study. An elementary school teacher participated in a 3-year research project investigating the role of emotions in her teaching, her relationships with the students, and the political context of the school. The data sources were field observations,…
Descriptors: Ethnography, Teaching Styles, Psychological Patterns, Emotional Response
Zembylas, Michalinos – Research in Science Education, 2004
Science teaching environments are social environments, and teachers' emotions interact with their science teaching in powerful ways. To value the teacher is to value the whole person, not just the intellect. In this paper, a theorization of teacher emotion in science teaching is developed which illustrates the role of emotion in establishing and…
Descriptors: Case Studies, Psychological Patterns, Science Teachers, Science Instruction
Zembylas, Michalinos – Science Education, 2004
An understanding of the importance of metaphors and beliefs in the development of teachers' practical knowledge has already been explored in science education research. However, the significance of "emotion metaphors" and the consequences of "emotional labor" as part of being a science teacher have been little addressed. This study describes the…
Descriptors: Rewards, Figurative Language, Teacher Attitudes, Science Education
