emotional ecology: the intersection of emotional knowledge and pedagogical content knowledge in...

ARTICLE IN PRESS

0742-051X/$ - s

doi:10.1016/j.ta

�Tel.: +357

E-mail addr1Current add

Cyprus.

Teaching and Teacher Education 23 (2007) 355–367

www.elsevier.com/locate/tate

Emotional ecology: The intersection of emotional knowledgeand pedagogical content knowledge in teaching

Michalinos Zembylas�,1

Open University of Cyprus, Nicosia, Cyprus

Abstract

The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations

between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put

forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge. It

is shown how a teacher’s emotional knowledge about teaching and learning is an inextricable part of the ecosystem of

teacher knowledge; this is called emotional ecology. Our research shows that the construct of emotional ecology occurs on

different planes as there are different types of emotional knowledge that are aspects of PCK. The implications for pre-

service and in-service teacher development are discussed.

r 2006 Elsevier Ltd. All rights reserved.

Keywords: Emotional ecology; Emotional knowledge; Pedagogical content knowledge

1. Introduction

In the past two decades, ‘‘teacher knowledge’’ or‘‘teacher practical knowledge’’ has emerged as amajor area of exploration for educational research-ers (Carter, 1990; Connelly & Clandinin, 1985;Elbaz, 1983, 1991; Grossman, 1990; Hashweh, 2005;Shulman, 1986, 1987). In the literature aboutteacher knowledge, educational researchers haveexamined teacher thinking, beliefs, attitudes, andteaching practices and have built on Shulman’swork on pedagogical content knowledge (PCK) as aspecific form of teacher knowledge. Shulman (1987)

ee front matter r 2006 Elsevier Ltd. All rights reserved

te.2006.12.002

22411600; fax: +357 22411601.

ess: [email protected].

ress: 5 Ayiou Antoniou, Strovolos, 2002 Nicosia,

defined PCK as ‘‘that special amalgam of contentand pedagogy that is uniquely the province ofteachers, their own special form of professionalunderstanding’’ (p. 15). In other words, ‘‘teacherpractical knowledge’’ builds bridges between subjectmatter concepts and pedagogical ideas.

One aspect of teacher knowledge, however, thathas so far received limited attention is its emotional

dimensions. Absent from past conceptualizations ofpedagogical content knowledge, in particular, ishow teachers understand the emotional aspects ofteaching and learning—for example, how teachersand students develop ‘‘emotional understanding’’(Denzin, 1984) of each other or of the subject matterthat they explore. Emotional understanding, ac-cording to Denzin (1984), ‘‘is an intersubjectiveprocess requiring that one person enter into the fieldof experience of another and experience for herself

.

www.elsevier.com/locate/tate

dx.doi.org/10.1016/j.tate.2006.12.002

mailto:[email protected]

ARTICLE IN PRESSM. Zembylas / Teaching and Teacher Education 23 (2007) 355–367356

the same or similar experiences experienced byanother’’ (p. 137). In recent articles, Rosiek (2003)and McCaughtry (2004) identify the need to expandcurrent conceptions of PCK and pay attention tothe emotional understanding of student learning.

In this paper, I argue that any effort to expandcurrent conceptions of PCK should also include theconnections between PCK and emotional knowledge

in general—that is, a teacher’s knowledge about/from his or her emotional experiences with respectto one’s self, others (e.g. students, colleagues), andthe wider social and political context in whichteaching and learning takes place. In particular, theimportance of ‘‘teacher emotion’’ in pedagogy andcurriculum has been addressed in recent research(see e.g. Day & Leitch, 2001; Hargreaves, 2001,2005; Schutz & DeCuir, 2002; Sutton & Wheatley,2003; Van Veen & Lasky, 2005; Winograd, 2003;Zembylas, 2005a). Several studies have provideddetailed accounts of teacher emotions and the rolethey play in teachers’ professional and personaldevelopment. However, theory and research onPCK has tended to ignore the emotional knowledgeof teaching from analyses of teacher knowledge.Although, it has been pointed out that ‘‘knowledge’’in the term ‘‘teacher knowledge’’ is used as anoverarching concept ‘‘summarizing a large varietyof cognitions, from conscious and well-balancedopinions to unconscious and unreflected intuitions’’(Verloop, Van Driel, & Meijer, 2001, p. 446, addedemphasis), the literature on PCK and the literatureon emotions in teaching and learning remainunconnected.

At the same time, one cannot avoid but noticethat Verloop et al.’s reference to ‘‘cognitions’’reflects a dichotomy that remains problematic. Thatis, on the one hand, ‘‘emotional knowledge’’ is neveracknowledged as such nor is it considered as a validcomponent of teacher knowledge; on the otherhand, the statement about ‘‘the tacit and intuitivecomponents of teacher cognitions’’ (p. 447) suggeststhat not only emotional aspects (i.e. tacit knowingand intuition) are simply ‘‘components’’ of cogni-tions, but also teacher cognitions are assumed to beconsisting the whole of teacher knowledge. Such adefinition of teacher knowledge seems to perpetuatethe traditional dichotomy between cognition andemotion—always, of course, at the expense of thelatter.

Therefore, I share McCaughtry’s (2004) remarksthat, ‘‘Although enlightening and beneficial, re-search on PCK has also been one sided’’ (p. 33) in

not considering the complex emotional dimensionsof teacher knowledge. Not surprisingly, an analysisof teachers’ understandings of the emotional dimen-sions of teaching and learning is needed to supple-ment the research focused on the cognitive aspectsof teacher knowledge. To be sure, an analyticdistinction between emotional and cognitive aspectsis not rejected as unimportant; however, any suchdistinction is viewed as a product of the theoreticalimagination rather than a reflection of isolatedphenomena in the real world (cf. Wertsch, 2005).The purpose of this paper is to offer sometheoretical as well as empirical examples thatdescribe the interrelations between PCK and emo-tional knowledge in teaching and learning. Theargument put forward is that there is a need toexpand current conceptions of PCK and acknowl-edge the role of emotional knowledge. To do so, onehas to explore the full range of what Clandinin andConnelly (1996) and Connelly and Clandinin (1999)have called ‘‘teachers’ professional knowledge land-scapes’’—a territory of private and public knowl-edge, of curricular requirements and passionateexplorations, of emotional knowing and cognitiveoutcomes. This is undertaken on the assumptionthat issues about content, curriculum and pedagogycannot be separated from emotional issues and thatall those are inseparable to a teachers’ PCK.

2. Emotional ecology

I argue that teacher knowledge is a form ofknowledge ecology—a system consisting of manysources and forms of knowledge in a symbioticrelationship: content knowledge, pedagogicalknowledge, curriculum knowledge, knowledge oflearners, emotional knowledge, knowledge of edu-cational values and goals and so on. These forms ofknowledge involve many agents—teachers, stu-dents, classrooms, resources, school, parents, com-munity and so on; it is within this ecology thatteaching and learning occur. Clearly, the interac-tions among teachers and learners are at the core ofthis ecology. The performative function of thisecology can be seen in the emotional experiences ofteachers and learners, that is, how emotions areenacted in the context of teaching and learning(Zembylas, 2005a). Inevitably, then, a teacher’semotional knowledge about teaching and learningis an inextricable part of the ecosystem of teacherknowledge; I call this emotional ecology.

ARTICLE IN PRESSM. Zembylas / Teaching and Teacher Education 23 (2007) 355–367 357

The term ‘‘emotional ecology’’ comes fromorganizational theory. Frost, Dutton, Worline,and Wilson (2000), who have coined the term,write: ‘‘Organizations create an emotional ecology

where care and human connection are enabled ordisabled. [y] [E]motional ecology can facilitate orretard compassionate action’’ (pp. 26, 35, addedemphasis). For example, emotional ecology in thecontext of education indicates how teachers andstudents create the environment that shapes howthey are emotionally connected and engaged inlearning together. The notion of emotional ecologyis a particular application of the broader concepts of‘‘organisational climate’’ or ‘‘emotional climate’’ inthe literature on management and organizationaltheory, or ‘‘learning climate’’ in learning organiza-tions (see Argyris, 1999). This research spans overmany decades and focuses on factors that contributeto positive/supportive emotional climates, or tonegative/alienating emotional climates.

Also, Bronfenbrenner’s bioecological system the-ory (see Bronfenbrenner, 1979, 1989, 1995; Bron-fenbrenner & Ceci, 1994; Bronfenbrenner & Morris,1998) is useful in this regard. Attention to anecological model for the study of teacher knowledgerequires us to consider the entire ecological systemin which such knowledge develops. The emphasis ofBronfenbrenner’s model is on the contexts withinwhich development occurs and on the interrelationsamong the different levels that contribute to suchdevelopment. That is: (a) the microsystem, whichconsists of the immediate contexts that a teacherdevelops his/her knowledge; (b) the mesosystem,which consists of the interconnections (links) amongmicrosystems; (c) the exosystem, which consists ofsettings that are not experienced directly but thatmay nevertheless affect a teacher’s knowledgedevelopment (e.g. the community setting); and (d)the chronosystem, which consists of the temporalpatterns and changes that occur over time in theinteraction between a teacher and the environment.This model provides a useful basis for under-standing how multiple aspects of emotional ecologyinteract and influence teacher knowledge develop-ment.

The notion of emotional ecology provides a re-reading of teacher knowledge, and is an equallyvalid construct to the idea of ‘‘conceptual ecology’’(Strike & Posner, 1992). A conceptual ecology refersto ‘‘anomalies, analogies, metaphors, epistemologi-cal beliefs, metaphysical beliefs, knowledge fromother areas of inquiry, and knowledge of competing

conceptions’’ (p. 150). This view suggests that weshould widen our perspectives and focus on theevolution of the interrelationships among pastknowledge, interests, and experiences. By juxtapos-ing ‘‘emotional ecology’’ with the well-knownconcept of ‘‘conceptual ecology,’’ I propose toinclude what is currently ignored or marginalized,and to conceptualize teacher knowledge in waysthat also include its emotional dimensions. Con-ceptual ecology is a useful metaphor because‘‘ecology,’’ in the traditional sense, is the study ofthe complex interrelationships between organismsand their environments. Similarly, emotional ecol-ogy is a fitting description for the study ofemotional knowledge because just as ecologists areinterested in the development of organisms withinparticular communities, educators are interested inthe ways that emotions are constructed andperformed in teaching and learning contexts.

Therefore, I define emotional ecology to mean ateacher’s (or a learner’s) emotional knowledge in aparticular social and political context, including therich connections to emotional experiences, andrelationships with others (e.g. students, colleagues,parents) over time. This definition involves twomain assumptions: (a) the development of emo-tional knowledge in teaching takes place throughoutthe course of a teacher’s career through processes ofcomplex reciprocal interaction between the teacherand his or her environment and (b) these processesof reciprocal interaction are created by the teacherand his or her environment, i.e. teachers are bothproducts and producers of their own emotionaldevelopment.

3. Planes of emotional ecology and types of

emotional knowledge in PCK

After Shulman (1986, 1987) introduced the notionof ‘‘pedagogical content knowledge’’ a whole newwave of research on teacher knowledge has flour-ished. In Shulman’s analysis, teachers need tomaster two types of knowledge: (a) content, thatis, knowledge of the subject itself, and (b) knowl-edge of the curricular development. Several yearslater after introducing this notion, Shulman com-mented that while literature on teacher knowledgehas helped us understand a great deal about howteachers carry out their work it has done little to sayabout teacher emotions (Shulman, 1999 in Ham-merness, 1999). The emotional knowledge thatenables teachers to connect with the content, the


students, themselves and curricular developmentseems to be an inextricable aspect of the amalgam ofPCK.

The analysis of the construct of emotionalecology provides evidence of the importance ofpaying attention to the emotional dimensions ofPCK. Rosiek (2003) argues that since the introduc-tion of PCK into the educational research literature,the analysis of teacher knowledge has favoured thecognitive dimensions of teaching. However, if onetakes a more careful look at many well-knownaccounts of teacher narratives and stories (e.g.Clandinin, 1986; Connelly & Clandinin, 1988;Elbaz, 1991; Grossman, 1990; Lortie, 1975; Nod-dings, 1992) then there is ample evidence howemotional knowledge forms an important part ofteachers’ personal and practical knowledge. In theseaccounts, teachers draw upon their emotionalunderstanding about personal histories, learners,and subject matter to make curricular decisions andform pedagogical practices.

Clearly, there is a reciprocal relationship betweenPCK and emotional knowledge. The question is:How does this relationship take place? I argue hereand show later through specific research examplesthat the construct of emotional ecology occurs ondifferent planes as there are different types ofemotional knowledge that are aspects of PCK.The types of emotional knowledge and the planes ofemotional ecology are described in Table 1.

It is important to list two caveats to the analysisregarding emotional knowledge, emotional ecologyand PCK. First, the three planes of emotionalecology—individual, relational, and socio-politi-cal—are neither necessary nor sufficient aspects ofPCK and they do not imply any contingent orgenerative interrelationships between various typesof emotional knowledge and a teacher’s PCK. Atthe heart of this ‘‘model,’’ if it may be called as such,is the view that emotional ecology does not only

Table 1

Planes of emotional ecology and types of emotional knowledge

Planes Types of emotional knowledge

Individual Emotional connections to the subject matter; att

and philosophy; emotional self-awareness

Relational Emotional affiliations with students; students’ o

climate; knowledge of students’ emotions; socia

Socio-political Emotional knowledge of the institutional/cultura

deliberations; emotional politics of pedagogies

occur on an individual plane, but it also takes placeon a relational and on a socio-political plane thatare shaped by how teaching is organized andperformed. In the respective row of each plane,some examples are offered representing the inter-section of emotional knowledge and PCK.

The individual plane of emotional ecology refersto how a teacher experiences and expresses his orher emotional knowledge on a personal/individualplane. The relational plane of emotional ecologyrefers to how a teacher uses emotional knowledge inhis or her relationships with students. Finally, thesocio-political plane of emotional ecology refers tothe emotional knowledge of the institutional andcultural context of schooling and its influences on ateacher’s curricular decisions and actions. Also, itgoes without saying that a teacher’s emotionalecology influences the development of emotionalknowledge in teaching and that changes occur overtime transforming PCK.

Second, these three planes occur concurrently andtheir order here does not imply any hierarchicalordering. Also, the various types of emotionalknowledge on each plane are not demarcated byother types but interact or overlap to shapeinstruction and, in fact, most of the times it isimpossible to identify them as one type or on oneplane only. The boundaries of the three planes ofemotional ecology are blurred and their phenom-enological demarcation is done here only to turnour attention to a few examples that might be morerelevant to one or the other plane. Overall, this‘‘model’’ provides a useful basis for understandingemotional ecology and the development of emo-tional knowledge in teaching, but the planes are notstrictly embedded, the one within the other, butrather interactive. For example, the individual planemay alter the relational one, which in turn may alterthe socio-political plane. To illustrate the full rangeof what is meant by emotional ecology and

itudes and beliefs about learning and teaching; educational vision

wn emotional experiences; caring; empathy; classroom emotional

l–emotional interactions

l context (power relations); emotional understanding of curricular

and subject matter discourses

ARTICLE IN PRESS

2Dr. Sharon Chubbuck is leading this project.

M. Zembylas / Teaching and Teacher Education 23 (2007) 355–367 359

emotional knowledge, several examples from in-sights gathered during a series of studies onemotions in teaching will be provided.

4. Emotional ecology and emotional knowledge:

research examples

The examples described here are drawn from fourcollaborative research projects that took place overa 10-year period. The first project involved 238 pre-service elementary school teachers at the Universityof Illinois at Urbana-Champaign over a period of 2years (1998–2000). A semester long science-methodscourse was taught to a section of approximately 30pre-service teachers. The course activities aimed atincreasing pre-service teachers’ level of comfort withscience and challenge them to revisit how theirprevious emotional experiences shaped the waysthat each of them interacted with and taught scienceto children. The broad goal of this research projectwas to explore how individual and relational spacescould initiate emotional transformations in pre-service teachers (Zembylas & Barker, 2002). Wedeveloped case studies on pre-service teachers’emotional ecologies that included, but not limitedto, a personal science autobiography, their priorknowledge on the subject matter, a 6-week naturestudy journal, a reflection on their peer teaching, acritical analysis of available science curriculum, awritten reflection on the course, a written statementof their future goals and intentions, interviews witheach pre-service teacher that spread throughout thesemester, and our own observations and field notesfrom the course. We focused our enquiry on theways these pre-service teachers created and enrichedtheir emotional ecologies through emotion meta-phors, narratives, and illustrations of emotionalknowledge as examples of developing their PCK.

In the second project, we followed one of thesepre-service teachers for 3 years, after she began toteach at a local elementary school (2000–2003). Theprimary focus of this project was to examine theways that this teacher’s emotional knowledgeinfluenced her curriculum and pedagogy (Isenbarger& Zembylas, 2006; Zembylas & Isenbarger, 2002).In particular, we focused our enquiry on thenegative and positive functions of emotional labourin caring teaching and how those constituted animportant aspect of this teacher’s PCK. This issuewas particularly significant in finding out howclassroom emotional ecologies were constructedand used to manage the challenges of enacting

caring teaching in an inclusive learning environ-ment.

The third project involved an experienced teacherengaged in a 3-year ethnographic case study(1997–1999) and a semester long follow-up study 4years later (Zembylas, 2004, 2005b). The dataconsisted of interview transcripts, field notes andvideotapes from observations, an Emotion Diary (inwhich the teacher wrote how she felt about whathad happened during the day), and various docu-ments such as lesson plans, philosophy statements,children’s worksheets, and school records. Thefindings of this project included the evolution inthe emotional rules of a teaching context; theinfluence of prior emotional knowledge and theeffect on content, curriculum and pedagogy; theemotional understanding of PCK in a contextembedded in power relations, ideology, and culture;and, the complex development of a teacher’semotional ecology over the years in relation to theshifting classroom and school emotional ecologies.

Finally, in the fourth project which is ongoingand has started in 2004, we investigate the emotionsof social justice teaching in a high school located ina predominantly African-American neighbourhoodof a large Midwestern city in the US.2 Our interest isto document how emotional knowledge in teachingdevelops along with the (ongoing) formation ofsocial justice teaching practices. We spend a lot oftime talking to teachers, being in their classroomsand documenting their practices. Our initial findingsindicate that social justice teaching is inherentlyemotional; emotional knowledge as part of one’steaching is important in creating the individualchange that drives social change.

For all these projects, we follow ethnographicmethods of data collection—interviews, observa-tions, journal writing, collection of documents andso on—over a considerable period of time (from 2to 3 years) so that the development of emotionalknowledge can be documented over time. Groundedtheory (Glaser & Strauss, 1967; Strauss & Corbin,1994) guides the data collection and analysis. Weanalyse and interpret all of the data as an ongoingpart of our data collection process. Also, peerdebriefing and member checking techniques enableus to discuss ideas on an ongoing basis.

Each of the following examples comes from oneof the above four projects, respectively. Theseexamples are selected to exemplify how emotional


knowledge is key to the teacher’s PCK and to thecreation of emotional ecology.

4.1. Example 1

Scott3 was a ‘‘typical’’ case of a pre-serviceelementary school teacher. He had negative atti-tudes about science teaching and learning and beganthe course resenting everything about science. Scottwrote extensively that as a young child, he used tolove science. He was curious and active and sciencewas about engaging in fascinating investigations.Then in high school, science became harder, moreboring, and more abstract. There were fewerinvestigations, and his teachers were more con-cerned with preparing students to pass the manda-tory state tests than making science interesting.Scott wrote in details about the emotions of prideand joy when, as a second grader, he had received atrophy for his scientific efforts. However, he recalledwith deep sorrow the emotions of shame anddisappointment when he had received a C in highschool.

In our teacher education programme, we felt itwas important for Scott (and many pre-serviceteachers like him) to understand how his previousemotional experiences coloured his perspectives onscience pedagogy. It was also important for all of usto learn how a student could go from enjoyinglearning science to hating science so much. Gettingto know how each prospective teacher felt about thesubject matter he/she were about to teach was anintegral component in the development of thisteacher’s PCK. This included knowing how Scottaffiliated emotionally with content, as a result ofpast or present emotional experiences. In practicalterms, this meant that Scott had to develop a criticalawareness of his past emotional knowledge aboutscience and then cultivate new emotional affiliationswith the subject, as he began to experience science inpositive ways.

After numerous individual and group activitiesand projects in which Scott had the opportunity toexperience science through investigations and pur-sue his interests, a remarkable shift was initiated inhis emotional ecology: he began to re-establish hisemotional connections with science. As he ex-plained: ‘‘I never thought that this emotionaltransformation could happen to me. [y] I learnedthat science not only helps you discover things

3All the names used in this article are pseudonyms.

about the world around you, but also helps youdiscover things you did not know about yourself. Itcauses you to discover more of who you are as anindividualy as a teacher. [y] So, it’s important todevelop emotional connections with science. [y]This experience [also] taught me a lot about theimportance of listening to my own feelings as well asto my students’ feelings.’’

Scott’s reflections offer a glimpse into the ongoingevolution of his emotional ecology and its influencein constructing his understanding about the subjectmatter, science teaching, and student learning. Hecame to believe, for example, that to facilitate histeaching and student learning it was important toreflect on his emotional knowledge and his students’emotional background. Scott came to understandthat because many students, like him, might developor had developed negative experiences in science, hehad to address students’ emotional experiences andtake steps to develop emotional connections withthe subject matter and with students. The fact thathe analysed and reflected on his previous emotionalexperiences offered Scott the opportunity to attendto the emotional background of those involved inscience teaching and learning—including himself. Ina way only by understanding and constantlydeveloping his own emotional engagement withthe subject matter, science teaching and studentlearning could Scott adequately reflect on how hewould learn subject matter and pedagogy.

Scott’s case provides an example of the way inwhich the emotional ecology model serves as a guidefor understanding how multiple factors interact andinfluence the development of emotional knowledgein teaching. The processes affecting this develop-ment appear on three planes. On the individualplane, Scott realized the importance of creatingemotional connections to the subject matter, afterhe had reflected on his own personal history. Hisemotional self-awareness was not irrelevant to theevolution of his educational vision and philosophyabout science learning and teaching. His emotionalecology began to foster a long process of positiveemotional responses to the subject matter (science)and consequently to student learning. Thus, prioremotional knowledge related to science and stu-dents’ own emotional experiences with science werefundamental aspects to the constitution of hisdeveloping emotional ecology. Needless to say,social–emotional interactions with students under-lied relationships on the relational plane, as Scottbegan to empathize with the students who went


through similar experiences. Finally, on the socio-political plane, Scott began to realize how dis-courses and norms about science influence andsometimes prevent teachers from creating positiverelations with the subject matter of science. Scott’semotional transformation during his pre-servicetraining produced new conditions that affected hisemotional development as a science teacher. Thesechanges arose as a result of the way that heexperienced the particular setting in this teachereducation course.

4.2. Example 2

Lynn was an elementary school teacher in thethird year of her teaching. She worked with fourth/fifth graders in an inclusive classroom in which outof the 24 students, eight were labelled with learningdisabilities, four with ADHD, four received Title4

services, one was educably mentally handicapped(EMH), and one was suspected of having FetalAlcohol Syndrome. A growing concern we hadwas that we felt very uncomfortable with the useof labels (by other staff members, parents, andthe school administration) to refer to certainstudents as ‘‘students with learning disabilities.’’The reason we felt so was partly because weexperimented with different strategies to engagethese children in learning and we discovered thatusing open-ended inquiries and supporting studentsemotionally seemed to subvert some of these labelsand improved their participation, attitudes, andperformance.

That year, Lynn was particularly concerned withReed. He arrived in her classroom with a string oflabels attached to his name. He was consideredlearning disabled, speech impaired, and receivedguidance from the school social worker for difficul-ties with social skills. Reed was well known in thebuilding for having an explosive temper, beinguncooperative with adults, and having difficultygetting along with classmates. It was obvious fromthe very beginning that Reed was considered asocial outcast by his peers. In the hope of engagingReed and making him more accepted among hispeers, Lynn tried various ideas with which he wouldfeel more confident, interested in learning, and caredfor. For example, she was always on the look for

4Title services refer to a federally funded program for at risk

students and ‘‘slow learners’’ who do not qualify for other special

education services. Title students must be a least a grade level

behind in math and/or reading to be eligible for these services.

new and interesting activities to engage Reed andmake him feel excited about learning. She madeconstant efforts to create supportive emotionalecologies for everyone in the classroom in whichcare and human connection were enabled. Thus,one of the first significant shifts in her thinkingoccurred when she moved from blaming Reed forhis learning difficulties to acknowledging that shehad to acquire new knowledge to encourage hisgrowth. In addition, she realized that she had tochange her methods entirely to work effectively withhim. Reed’s emotions clearly affected her decisionsabout what kind of activities she selected for him.Taking into account Reed’s emotions in this wayalso led Lynn to teach a unit about caring ratherthan follow the district curriculum conducted byother teachers during that period of time. Accordingto Lynn, activities that focus on caring aimedat creating a supportive environment that wouldshape the course of development of all students.As she explained: ‘‘I want all children to feelaccepted in my classroom, to be comfortabletaking risks as they learn, and to be kind andrespectful to others, accepting the differences wehave, while finding commonalities to build upon.’’By the end of the school year, Reed’s academicperformance improved substantially; he gainedmany social skills slowly but surely, and seemed toenjoy school.

Lynn’s appreciation of the role of emotion inteaching and learning represented a substantivecomponent of her PCK. She understood thatcreating caring, warm, safe, and supportive emo-tional ecologies in the classroom mattered as muchas selecting appropriate learning goals or curricu-lum content. The plural ‘‘emotional ecologies’’ isused here because the classroom emotional climateconsists of every individual’s own emotional ecol-ogy; with so many ecologies involved complexinteractions among everyone in the classroomare expected. Lynn came to see that withoutcontributing to the creation of supportive emo-tional ecologies, Reed would not have even tried toengage in any learning tasks. She emphasized thatReed responded better to caring and nurturingteachers than those who constantly alienated him.Hence, it was shown that positive emotionalecologies in the classroom: (1) strengthened Lynn’sawareness and capacity to use constructively heremotional knowledge from the past and (2) cata-lysed an affirmative learning environment of hope,care, and joy.


At the same time, Lynn provided a testimony ofthe emotional challenges in enacting caring teach-ing. In her narratives of how she felt about Reed,Lynn described her emotional struggles and therange of positive and negative emotions she hadexperienced. These emotions provided evidence ofthe complex relationship of teaching and caring:frustration with Reed when his behaviour wasinappropriate, sadness about how others perceivedReed, and joy at how Reed responded to herencouragement.

These findings suggest that Lynn’s performanceof emotional labour was related to her professionaland philosophical stance about the role of caring inteaching and learning. Her pedagogical goals(beliefs, values, and purposes) as well as her actions(customs, habits and ways of behaving) used ‘‘care’’as a major process through which supportiveemotional ecologies were created in the classroom.She aimed at constructing emotional ecologieswhere care and emotional connection could flour-ish—a place where students could reach out toestablish emotional connections of empathy andwarmth. The manner in which Lynn interpreted andunderstood her own emotions and her students’emotions had a profound impact on how she madedecisions about curriculum and pedagogy.

This project provided further evidence of thecentrality of emotional ecology in a teacher’s PCK.More evidently, Lynn’s case illustrates how ateacher develops knowledge within a nested envir-onment consisted of the planes described earlier.Any function of Lynn’s teaching appears on threeplanes, none of which is strictly embedded in anyother. Thus, emotional ecology appears on anindividual plane taking the form of emotional self-awareness and awareness of others’ emotions; itappears on the relational plane as a concern withthe processes of constructing a supportive emo-tional climate through enacting caring and em-pathy; and, it also appears on the socio-politicalplane in the form of emotional understanding ofcurricular deliberations and their implications forlearning and teaching in general.

4.3. Example 3

Catherine taught science frequently (3–4 times aweek) using an in-depth, integrated enquiry ap-proach to meet the diverse needs and interests of herstudents. Her teaching encompassed a year of‘‘travel’’ to a particular time and place to make

science investigations more exciting. In the 3 years Iwas in her classroom, she developed year-long,integrated units of study on the themes of ‘‘Lon-don,’’ ‘‘Japan,’’ and ‘‘History.’’ Catherine usedthese themes as the ‘‘link’’ among numerousinvestigation projects such as, explorations ofanimals and insects at the Natural History Museumand the London Zoo or studies of herbal plantsused by Native Americans. ‘‘I strive to create acommunity that nurtures the emotional, social andcognitive development while honouring diversity. Iwant each child to feel valued, supported andpersonally ‘connected’ with learning,’’ as shepointed out once. Catherine and the childrenmutually established emotional understanding, anonverbal ‘‘resonance’’ that allowed for empatheticcommunication. This was identified in the regula-rities or patterns that occurred in classroom socialrelationships.

However, this positive emotional climate in theclassroom often clashed with competing emotionalecologies at the school level and influenced herdecisions on curriculum and pedagogy. Conven-tions, norms, and policies about how science shouldbe taught in Catherine’s school partly shaped howshe would feel about particular pedagogies forscience. In effect, these socio-political aspects werebased on particular ‘‘emotional rules’’ that influ-enced how some pedagogies were accepted as‘‘normal,’’ while others were not. For instance, theprevalent pedagogy in this school was an emphasison science content knowledge and standardizedtesting. In addition, the poor communicationamong school staff along with the lack of anysocial and emotional support to teachers madeCatherine’s pedagogical approach of in-depth,integrated investigations ‘‘unaccepted.’’ Some ofher colleagues claimed that Catherine was ‘‘differ-ent’’ and that she wanted to try ‘‘dangerous ideas’’contrary to the school’s emphasis on preparingstudents for the state exams; other teachers felt thatCatherine’s students would lack knowledge andquestioned the value of engaging students in in-depth scientific explorations of their own ideas. This‘‘toxic’’ emotional climate at the school level forcedCatherine to redirect her pedagogy and craft herpractice accordingly, because she did not feelcomfortable to pursue her own pedagogical vision.

However, more recently, in our follow up study,Catherine revisited the previous emotion discoursesin her school and noticed a shift. As she explained:‘‘I’m looking at the particular staff now and I think


a lot of people share their feelings and emotions,compared to what happened a few years ago. I’vebeen in situations where it’s been acknowledged thatpeople are responding ‘emotionally’ but that’sbecause they are passionate about what they believe.[y] I think our school is getting better about lettingpeople talk about and express how we feel aboutour pedagogies. [y] As a result we all feel morecomfortable now and talk more openly about ourpedagogy, our vision, our curriculum.’’

Catherine’s understanding of the ‘‘new’’ emo-tional climate at her school provided anotherinstance of what it meant for her to broadlyunderstand the effect of a teacher’s emotionalecology on one’s pedagogy. Her emotional under-standing of this renewed climate allowed her to lookpast negative emotional experiences to see yet onceagain that knowing how she felt also meantknowing how her own emotional ecology as wellas the school emotional climate influenced herpedagogy—whether that entailed her perceptionsabout colleagues, her feelings about students’success, or their learning potential. Emotions wereintertwined in the process of negotiating curriculumwith students, parents, and colleagues and actingpedagogically during instruction. This project pro-vided even a more in-depth analysis of howemotional knowledge in teaching influenced ateacher’s pedagogical deliberations. It also showedhow Catherine’s emotional understanding of theinstitutional/culture context evolved over the yearsand what the role of school emotional climate wasin influencing her own emotional ecology overcurricular deliberations.

4.4. Example 4

Jean was a first-year, White, teacher of Englishlanguage teaching in a predominantly African-American classroom. She was struggling to makeeach student feel part of a community; however, sheconstantly felt frustrated because she had realizedthe immense emotional challenges of teaching forsocial justice. As she wrote in her journal: ‘‘At timesI challenge myself to check my practice of socialjustice, thinking, ‘Maybe I’m just bringing my owncultural assumptions into a context where thoseassumptions don’t apply’ and then I quickly revertto the thought, ‘No, anyway you slice the cake, it’snot just for kids to sit in a class that has deterioratedinto social hour because the teacher is too big of awimp to stand up and say what’s what.’’’ Feelings of

self-doubt and unsuccessfulness bothered Jean mostof the time during the first semester of her teachingand made her feel disappointed because continuousdisruptions from students and power struggles inthe classroom prevented her from trying any newideas. These feelings were more powerfully stated inanother excerpt from her journal:

And if I were taking a college course, I couldprobably even write a beautiful unit plan on it,and I bet that unit plan would even get an A.What I can’t seem to do is make it come to life ina real classroom, with real students. I can’t seemto pull it off, and the vicious cycle of anxiety-planning-mediocre outcomes-disappointment-anxiety perpetuates within me, to the point that Inearly abandon the social justice aspects. Troubleisy social justice brought me into education,social justice was the single calling for me tobecome a teacher. So if I’ve abandoned thenotions of social justice, abandoned my attemptsto incorporate social justice into the daily goings-on of my classroom, then in a way, I’veabandoned my desire to be a teacher altogether.Here again I feel frustrated and unsuccessful,unable to achieve the goals that I set out with tobecome an educator.

Jean’s emotional self-awareness and her beliefsabout social justice teaching were important aspectsof the development of her emotional ecology. Herstruggles to make emotional connections withstudents and show them the impact of caring andempathy, encouraging them to engage emotionallywith learning brought her in front of difficultdilemmas: How to teach empathy and encouragethinking against stereotypes? How to balance herown empathy and moral judgment?

These dilemmas became even more prominentwhen one day she received a death threat by Chia,an African-American student. As she reflected onthis incident:

In class today, after inadvertently touching offsome emotional buttons for Chia, he called me a‘‘racist bitch.’’ Later, he described in detail hisanger toward me. It seems the kid built up quite abit of animosity—to the point of death threats. Itis a strange feeling to know that someone else inthe world has imagined what it would be like tokill you and daydreamed about making youdisappear—especially someone who I have de-voted so much time, energy, and compassion to.


I feel disappointed that I was not able to preventhis anger from escaping again, particularlydirected toward me. Even though I recognizethat this student’s anger goes deeper than anyinteraction I’ve ever had with him, I still can’thelp but wonder what I did to provoke him. It isonly fair that I reflect on this so as to learn fromthe encounter, rather than brush him off as ‘‘justanother bad kid.’’ No. I feel I have a lot to reflectupon—everything from the way I approached theclass to the way he perceived me. I owe it to myfuture classes and myself to try to figure this out.

In the next few days, Jean struggled to modelempathy and nonviolent communication not onlywith this student but also with all of her students.After they had read ‘‘Romeo and Juliet,’’ she talkedto them about violence and the prevalent perceptionthat there was not any other way to deal with suchissues. She particularly emphasized how so much ofthe suffering in the world is caused by violence,whether it be overt violence, or whether it be subtlekinds of violence in everyday life. As she explainedto us in an interview: ‘‘I really feel like developingour ability to be compassionate and understandingfirst before we respond in violence is absolutelylinked to social justice, because if you can get to thatplace where you don’t immediately point blame anddon’t immediately respond out of your anger, then Ithink that we will ultimately be able to build abetter, more peaceful world, and maybe youindividually will be able to build a more peacefulhome for yourself or that can develop into yourcommunity.’’

Jean’s example provided another account of howa teacher’s emotional ecology influenced the designof lessons that brought key social justice ideas in thecurriculum emotionally closer to the students. Onan individual plane, Jean’s educational vision andphilosophy for social justice defined emotionalknowledge as a key determinant of curriculumplanning and pedagogy. On a relational plane, herstruggles for building caring affiliations with stu-dents informed her entire approach to curriculum.On a socio-political plane, Jean realized thesignificance of developing emotional knowledgeabout power relations in the classroom. It becameobvious to her that the socio-political plane wascomposed of ideas and practices that were out ofher control and had to do with larger societal issues.Nevertheless, this plane influenced her teachingthrough the attitudes, practices, and convictions

shared in the society with respect to social justice,racism, stereotyping and so on. Analysing thevarious interrelated planes in Jean’s emotionalecology showed once again that the developmentof teacher knowledge is a complex process thatinvolves extended emotional reflection. Undoubt-edly, this knowledge-shifting process encompassesongoing emotional transformations.

5. The emotional dimensions of PCK

In the examples discussed above, we can see thatemotional knowledge is an important aspect ofPCK. These examples focus on the idea that, toteach well, teachers must be able to connect theiremotional understanding with what they knowabout subject matter, pedagogy, school discourses,personal histories, and curriculum. For instance,Scott’s story shows the interaction between attitudesabout science, personal history, subject matter, andvision about science teaching and learning. Lynn’sstory indicates the powerful impact of classroomemotional climate on the enactment of caring andempathy. Catherine’s story suggests that there arecompeting emotional ecologies in schools and thatthe ways in which teachers understand those is anintegral part of teachers’ PCK. Finally, Jane’s storyprovides an account of the nested emotional settingsin which a teacher develops over time, especiallywhen the issues involved concern the society atlarge.

In all four examples, the teachers’ emotionalknowledge had to connect with the subject matter,the students as well as the teachers’ own experiencesbrought in the classroom; these connections alwayscreated a particular emotional ecology. All theexamples of emotional ecology in each of theresearch projects described earlier indicate that thethree planes are highly interactive. In all cases,teachers constructed and/or used emotional knowl-edge to establish or strengthen connections with thesubject matter or students, make curricular plan-ning, and take actions.

The acknowledgement of the impact of emotionalunderstanding in teaching entails a re-examinationof aspects of teacher knowledge and their implica-tions. Aspects of a teacher’s practical knowledgeinclude attitudes and beliefs, for example, amongothers, as well as the interaction of these aspects. Animportant assumption of the construct of emotionalecology is that the active construction of knowledgein teaching occurs through the integration of all of


these aspects. All elements of an emotional ecologyare in constant interaction either hindering orsupporting a teacher’s professional development.

Emotional ecology enlarges the frame of refer-ence of teacher knowledge, moving the focus fromindividual teachers to the larger social and politicalcontexts of teaching and learning. In the dominantparadigm of psychology, emotions are seen asevents that occur within an individual. In contrast,I emphasize the emotional ecology of how emotionsare situated on individual, relational and socio-political planes. Emotional ecology is, therefore, anactive and ongoing construction by teachers thatstructures and situates their teaching, as much asbeing constructed and situated by it. Therefore, theconcept of emotional ecology helps us identify thepositive/supportive or the negative/alienating inter-relationships that occur in the context of teachingand learning. The purpose in articulating ‘‘emo-tional ecology’’ is not to offer a new paradigm butto introduce a ‘‘middle voice’’ that will encouragedialogue around deeper issues of emotions, beliefs,and knowledge in teaching.

5.1. Implications for future research on PCK

From the theoretical development and empiricalevidence with respect to the emotional dimensionsof PCK, the efforts to broaden conceptions of PCKare needed (Hashweh, 2005). The research projectsreviewed here as well as other well-known accountsin the literature on teacher knowledge illustrate theexistence of different types of emotional knowledgeand different planes of emotional ecology withrespect to teacher knowledge. As it has becomeclear, the greater part of teacher knowledge isstrongly context related (Rosiek, 2003; Verloopetal., 2001). Therefore, the concept of emotionalecology and the ways that emotional knowledgeenriches PCK are significant and contribute to thedevelopment of a ‘‘scholarship of teaching’’ (Hutch-ings & Shulman, 1999; Kreber, 2001), but not in thesense of collecting the ‘‘essence’’ of teacher knowl-edge.

The concept of emotional ecology constitutes apromising metaphor about the emotional dimen-sions of PCK. Emotional ecology and its planesalong with the various types of emotional knowl-edge can be promising aspects of the knowledgebase of teaching. However, by themselves theseaspects are meaningless, if they are not understoodwithin a specific context. The main question

concerning the role of emotional knowledge inteacher professional development is in what waysthis knowledge can be made available, or accessible,to pre-service and in-service teachers.

Therefore, given the present state of research onteacher knowledge, future research could focus onthree areas. First, it is clear that there is much moreto know about how teachers understand teachingand learning emotionally. For example, the conceptof ‘‘emotional scaffolding’’ (Rosiek, 2003)—whichmay also be considered as an aspect of a teacher’semotional ecology—can have significant implica-tions for teaching and teacher education curricu-lum. Also, there is need to develop research methodsand strategies to describe the emotional, tacit, andintuitive dimensions of teacher knowledge. It shouldbe clear by now that purely cognitive or epistemo-logical models of PCK constrain rather thanempower the enquiry about teacher knowledgeand its implications in pedagogy and practice. Therole of emotional, tacit, and intuitive aspects inPCK has been understated in teachers’ professionaldevelopment, and purely epistemological premiseshave provided the ground for isolating PCK fromthese other aspects of teaching as well as from themore global and complex process of teaching. Re-thinking the interplay of epistemology and emotionin the nature of PCK research will undoubtedlyopen new possibilities for exploring the multifacetedprocess of pedagogy and practice.

Second, further research is needed to assess theeffectiveness of the construct of emotional ecologyin analysing the emotional dimensions of teacherknowledge. Given that emotional ecology works ondifferent planes, one may wonder about the inter-action between the personal and the collective. Inother words, is emotional ecology to be regardedmerely as the product of an individual process or ofcollective processes in which teachers and learnersinteract and co-construct emotions, beliefs, andconceptions? What is the role of power relationshipsin these processes? What are the links betweenemotional, cognitive and social aspects in theconstitution of PCK? And, to consider the implica-tions for pedagogy and practice, what character-istics should an appropriate learning environmenthave to promote supportive emotional ecologies onindividual, relational, and socio-political planes?Future research should provide a more refinedanalysis of emotional ecology and other types ofemotional knowledge as well as answers to thesequestions. In any case, I agree that any effort to


romanticize the emotional dimensions of PCK is asnaı̈ve and simplistic as the argument that emotionhas no relevance to teacher knowledge (Rosiek,2003).

Finally, there is need for more research intospecific subject matter areas and contexts to depictthe relevant aspects of teacher knowledge for a widerange of topics (Verloop et al., 2001). A fruitful lineof research would encompass identifying the inter-action of known components of teacher knowledgewith those that have been previously ignored, alongwith corresponding complexities embedded in theprocess that teacher knowledge is enriched. Pre-sently, there is not much information about thekinds of circumstances that motivate change inteacher knowledge. Obviously, this change does notonly refer to change in teacher behaviour but it alsoincludes emotional transformation.

6. Conclusion

The research projects discussed here identify alimitation in previous theory and research intoteachers’ PCK. Although there is much more to bedone about the role of emotional knowledge inteaching, insights from the emotional dimensions ofPCK should facilitate future investigations ofteacher knowledge. My analysis offers the constructof emotional ecology as one way to look at theintersection of emotional knowledge and teachers’PCK and to consider how this may enrich teachers’work and lives. If this analysis is supported byfuture research, then the emotional ecology modelcould be a useful schema for engaging in meaningfulinvestigation about the role of emotions in schools.For example, with the attention being given to theimplications of emotional ecology to teachers’practices, such research will contribute to a fullerunderstanding of the impact of emotions on thepersonal well-being and motivation of teachers.Also, this research will highlight the impact ofemotional knowledge on pre-service and in-serviceteachers’ learning to cope with emotions as animportant element of their work.

The research reported on in this article raisesfurther questions about the relationship betweenemotional knowledge and PCK. The emotionalecology model suggested through this present workis a useful device for a careful re-consideration ofthe emotional dimensions of teacher knowledge.Greater emphasis on improving the emotionalunderstanding of teachers can enrich pedagogic

understanding and combat the negative aspects ofemotional labour in teaching. Exploring the emo-tional dimensions of PCK and clarifying theirinterrelationships is an important element of teacherpersonal and professional development. It shouldnot be left to the dark any longer.

References

Argyris, C. (1999). On organizational learning (2nd ed.). Oxford:

Blackwell Business.

Bronfenbrenner, U. (1979). The ecology of human development:

Experiments by nature and design. Cambridge, MA: Harvard

University Press.

Bronfenbrenner, U. (1989). Ecological systems theory. In R.

Vasta (Ed.), Six theories of child development: Revised

formulations and current issues (pp. 187–250). Greenwich,

CT: JAI Press.

Bronfenbrenner, U. (1995). Developmental ecology through

space and time: A future perspective. In P. Moen, G. H.

Elder Jr., & K. Luscher (Eds.), Examining lives in context:

Perspectives on the ecology of human development (pp.

619–647). Washington, DC: APA Books.

Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture

reconceptualized in developmental perspective—A bioecolo-

gical model. Psychological Review, 101(4), 568–586.

Bronfenbrenner, U., & Morris, P. A., 1998. The ecology of

developmental processes. In: W. Danon (Series Ed.) & R. M.

Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1.

Theoretical models of human development (5th ed., pp.

993–1028). New York: Wiley.

Carter, K. (1990). Teachers’ knowledge and learning to teach. In

W. R. Houston (Ed.), Handbook of research on teacher

education (pp. 291–310). New York: MacMillan.

Clandinin, D. J. (1986). Classroom practice: Teacher images in

action. Lewes: Falmer Press.

Clandinin, D. J., & Connelly, M. F. (1996). Teachers’ profes-

sional knowledge landscapes: Teacher stories. Educational

Researcher, 25(3), 24–31.

Connelly, M. F., & Clandinin, D. J. (1985). Personal practical

knowledge and the modes of knowing. Relevance for teaching

and learning. In E. Eisner (Ed.), Learning and teaching the

ways of knowing (pp. 174–198). Chicago: University of

Chicago Press.

Connelly, M. F., & Clandinin, D. J. (1988). Teachers as

curriculum planners. New York: Teachers College.

Connelly, M. F., & Clandinin, D. J. (1999). Shaping a professional

identity. New York: Teachers College.

Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’

lives: The role of emotion. Teaching and Teacher Education,

17, 403–415.

Denzin, N. K. (1984). On understanding emotion. San Francisco:

Jossey-Bass.

Elbaz, F. (1983). Teacher thinking: A study of practical knowledge.

New York: Nichols.

Elbaz, F. (1991). Research on teacher’s knowledge: The evolution

of a discourse. Journal of Curriculum Studies, 23, 1–19.

Frost, P. J., Dutton, J. E., Worline, M. C., & Wilson, A. (2000).

Narratives of compassion in organizations. In S. Fineman


(Ed.), Emotion in organizations (pp. 25–45). London and

Thousand Oaks, CA: Sage Publications.

Glaser, B., & Strauss, A. (1967). The discovery of grounded theory.

Chicago: Aldine.

Grossman, P. L. (1990). The making of a teacher. New York:

Teachers College Press.

Hammerness, K. (1999). Visions of delight, visions of doubt: The

relationship between emotion and cognition in teachers’

vision. Paper presented at the annual meeting of the American

Educational Research Association, Montreal, Canada.

Hargreaves, A. (2001). The emotional geographies of teaching.

Teachers College Record, 103, 1056–1080.

Hargreaves, A. (2005). Educational change takes ages: Life,

career and generational factors in teachers’ emotional

responses to educational change. Teaching and Teacher

Education, 21, 967–983.

Hashweh, M. (2005). Teacher pedagogical constructions: A

reconfiguration of pedagogical content knowledge. Teachers

and Teaching: Theory and Practice, 11, 273–292.

Hutchings, P., & Shulman, L. (1999). The scholarship of

teaching: New elaborations, new developments. Change

(September/October), 31, 10–15.

Isenbarger, L., & Zembylas, M. (2006). The emotional labour of

caring in teaching. Teaching and Teacher Education, 22,

120–134.

Kreber, C. (Ed.). (2001). Scholarship revisited: Perspectives on the

scholarship of teaching. San Francisco, CA: Jossey-Bass.

Lortie, D. (1975). Schoolteacher. Chicago: University of Chicago

Press.

McCaughtry, N. (2004). The emotional dimensions of a teacher’s

pedagogical content knowledge: Influences on content,

curriculum, and pedagogy. Journal of Teaching in Physical

Education, 23, 30–48.

Noddings, N. (1992). The challenge to care in schools. New York:

Teachers College.

Rosiek, J. (2003). Emotional scaffolding: An exploration of

the teacher knowledge at the intersection of student emotion

and the subject matter. Journal of Teacher Education, 54,

399–412.

Schutz, P., & DeCuir, J. T. (2002). Inquiry on emotions in

education. Educational Psychologist, 37, 125–134.

Shulman, L. (1986). Those who understand: Knowledge growth

in teaching. Educational Researcher, 15(2), 4–14.

Shulman, L. (1987). Knowledge and teaching: Foundations of the

new reform. Harvard Educational Review, 57, 1–22.

Strauss, A., & Corbin, J. (1994). Grounded theory methodology:

An overview. In N. K. Denzin, & Y. S. Lincoln (Eds.),

Handbook of qualitative research (pp. 273–285). Thousand

Oaks, CA: Sage.

Strike, K., & Posner, G. (1992). A revisionist theory of

conceptual change. In R. Duschl, & R. Hamilton (Eds.),

Philosophy of science, cognitive psychology, and educational

theory and practice (pp. 147–176). Albany, NY: State

University of New York.

Sutton, R., & Wheatley, K. (2003). Teachers’ emotions and

teaching: A review of the literature and directions for future

research. Educational Psychology Review, 15, 327–358.

Van Veen, K., & Lasky, S. (2005). Emotions as a lens to explore

teacher identity and change: Different theoretical approaches.

Teaching and Teacher Education, 21, 895–898.

Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher

knowledge and the knowledge base of teaching. International

Journal of Educational Research, 35, 441–461.

Wertsch, J. (2005). Essay review. Making humans being human:

Bioecological perspectives on human development. British

Journal of Developmental Psychology, 23, 143–151.

Winograd, K. (2003). The functions of teacher emotions: The

good, the bad, and the ugly. Teachers College Record, 105,

1641–1673.

Zembylas, M. (2004). The emotional characteristics of teaching:

An ethnographic study of one teacher. Teaching and Teacher

Education, 20, 185–201.

Zembylas, M. (2005a). Teaching with emotion: A postmodern

enactment. Greenwich, CT: Information Age Publishing.

Zembylas, M. (2005b). Discursive practices, genealogies and

emotional rules: A poststructuralist view on emotion and

identity in teaching. Teaching and Teacher Education, 21,

935–948 (Special Issue).

Zembylas, M., & Barker, H. (2002). Beyond ‘‘methods’’ and

prescriptions: Community conversations and individual

spaces in elementary science education courses. Research in

Science Education, 32, 329–351.

Zembylas, M., & Isenbarger, L. (2002). Teaching science to

students with learning disabilities: Subverting the myths of

labeling through teachers’ caring and enthusiasm. Research in

Science Education, 32, 55–79.

emotional ecology: the intersection of emotional knowledge and pedagogical content knowledge in...

Documents