One teacher's identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms

K van Veen*, P Sleegers, PH van de Ven

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    158 Citations (Scopus)


    This paper presents a cognitive social-psychological theoretical framework on emotions, derived from Richard Lazarus, to understand how teachers' identity can be affected in a context of reforms. The emphasis of this approach is on the cognitive-affective processes of individual teachers, enabling us to gain a detailed understanding of what teachers have at stake or what their personal, moral, and social concerns are. To illustrate the usefulness of this approach, a case of a reform-enthusiast Dutch secondary school teacher of Dutch language and literature is presented. The analysis of his emotions of enthusiasm for the reforms, and his emotions of anxiety, anger, guilt, and shame related to the way the reforms unfold in his school and influence his work, show the many ways his identity and concerns are affected, resulting in a loss of reform enthusiasm. The paper ends with a reflection on the possible risks of current educational policies to the commitment and quality of the current and next generation of teachers. (c) 2005 Elsevier Ltd. All rights reserved.

    Original languageEnglish
    Pages (from-to)917-934
    Number of pages18
    JournalTeaching and Teacher Education
    Issue number8
    Publication statusPublished - Nov-2005


    • teacher emotion
    • professional identity
    • educational reform
    • teacher resistance
    • WORK

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