Abstract
In this study, I develop a cross-case analysis of one inservice and two preservice teachers to explore linkages between identity and emotions as the teachers seek to enact social justice pedagogies. Although clear linkages have been drawn between teacher identity and emotions through work by Zembylas and others (i.e., Zembylas, 2002; 2003; 2004; 2005; Chubbuck & Zembylas, 2008), further research is needed to more fully understand the patterns and processes by which teacher identities and emotions are dialectically related.
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Maulucci, M.S.R. (2012). Exploring Linkages between Identity and Emotions in Teaching for Social Justice in Science Teacher Education. In: Varelas, M. (eds) Identity Construction and Science Education Research. Bold Visions in Educational Research, vol 35. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-043-9_9
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DOI: https://doi.org/10.1007/978-94-6209-043-9_9
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