Document Type
Article
Abstract
This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers' change experiences onto an emotional geographies framework that situates their experiences in change literature and offers a roadmap for future reform initiatives.
Disciplines
Cognitive Psychology | Curriculum and Instruction | Educational Psychology | Teacher Education and Professional Development
Recommended Citation
McCaughtry, N. Martin, J. J., Cothran, D., &emp; Hodges-Kulinna, P. H. (2006). The emotional dimensions of urban teacher change. Journal of Teaching in Physical Education, 25(1), 99-119.
Included in
Cognitive Psychology Commons, Curriculum and Instruction Commons, Educational Psychology Commons, Teacher Education and Professional Development Commons
Comments
Journal of Teaching in Physical Education paper of the year, 2006; Metzler-Freedman Exemplary Paper Award.