Andy Hargreaves

Mixed Emotions: Teachers' Perceptions of Their Interactions with Students.

Abstract This paper describes the conceptual framework, methodology, and some results from a project on the Emotions of Teaching and Educational Change. It introduces the concepts of emotional intelligence, emotional labor, emotional understanding and emotional geographies. Drawing on interviews with 53 teachers in 15 schools, the paper then describes key differences in the emotional geographies of elementary and secondary teaching. Elementary teaching is characterized by physical and professional closeness which creates greater emotional intensity; but in ambivalent conditions of classroom power, where intensity is sometimes negative. Secondary teaching is characterized by greater professional and physical distance leading teachers to treat emotions as intrusions in the classroom. This distance, the paper argues, threatens the basic forms of emotional understanding on which high-quality teaching and learning depend.

Four Ages of Professionalism and Professional Learning

This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new directions in teacher professionalism, and the linking of professional projects to wider social movements for public education and its transformation.

International handbook of educational change

Section 1: The Roots of Educational Change. Editor: A. Lieberman. 1. Listening and Learning From the Field: Tales of Policy Implementation and Situated Practice M.W. McLaughlin. 2. A Kind of Educational Idealism: Integrating Realism and Reform L.M. Smith. 3. Change and Tradition in Education: The Loss of Community M. Holmes. 4. Unfinished Work: Reflections on Schoolteachers D. Lortie. 5. Ecological Images of Change: Limits and Possibilities K. Sirotnik. 6. Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study J. Giacquinta. 7. Three Perspectives on School Reform E. House, P. McQuillan. 8. Finding Keys to School Change: A 40-Year Odyssey M. Miles. 9. World War II and Schools S. Sarason. 10. School-Based Curriculum Development M. Skilbeck. 11. Patterns of Curriculum Change I. Goodson. 12. Educational Reform, Modernity and Pragmatism C.H. Cherryholmes. 13. The Vital Hours: Reflecting on Research on Schools and Their Effects P. Mortimore. 14. Redefining the Role of Educators After Reaganism H. Giroux. Section 2: Contexts and Challenges of Educational Change. Editor: A. Hargreaves. 1. Educational Change: Easier Said Than Done D. Fink, L. Stoll. 2. Globalization and Educational Change A. Stuart Wells, et al. 3. Markets, Choices, and Educational Change W. Boyd. 4. New Information Technologies and the Ambiguous Future of Schooling: SomePossible Scenarios C. Bigum, J. Kenway. 5. Public Education in a Corporate-Dominated Culture H.-J. Robertson. 6. Cultural Difference and Educational Change in a Sociopolitical Context S. Nieto. 7. Language Issues and Educational Change J. Cummins. 8. The Politics of Gender and Educational Change: Managing Gender or Changing Gender Relations? J. Blackmore. 9. School-Family-Community Partnerships and Educational Change: International Perspectives M.G. Sanders, J.L. Epstein. 10. The Purpose of Educational Change M. Greene. 11. Restructuring and Renewal: Capturing the Power of Democracy L. Allen, C.D. Glickman. 12. Reculturing Schools: Lessons from the Field L. Miller. 13. The Micropolitics of Educational Change J. Blase. 14. Organization, Market and Community as Strategies for Change: What Works Best for Deep Changes in Schools T.J. Sergiovanni. 15. Authenticity and Educational Change D. Meier. 16. Organizational Learning and Educational Change W. Mulford. 17. The Emotion of Educational Change A. Hargreaves. 18. Policy and Change: Getting Beyond Bureaucracy L. Darling-Hammond. Section 3: Fundamental Change. Editor: M. Fullan. A: Macro Change. 1. Beyond Blooms Taxonomy: Rethinking Knowledge for the Knowledge Area C. Bereiter, M. Scardamalia. 2. Human Development in the Learning Society D. Keating. 3. Networks, Coalitions and Partnerships for Educational Reform: Working Across and Between the Lines A. Lieberman. 4.<

Emotional geographies of teaching.

This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-parent interactions—sociocultural, moral, professional, physical, and political—and their consequences.

Mentoring in the New Millennium

Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for redesigning teacher preparation, developing continuous learning throughout the career, and changing the teaching profession more fundamentally.

Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity

Purpose: This article presents the conceptual framework, methodological design, and key research findings from a Spencer Foundation-funded project of long-term educational change over time. Research Design: Based on more than 200 interviews, supplementary observations, and extensive archival data, it examines perceptions and experiences of educational change in eight high schools in the United States and Canada among teachers and administrators who worked in the schools in the 1970s, 1980s, and 1990s. Findings: The article indicates that most mainstream educational change theory and practice in the field of educational administration neglects the political, historical, and longitudinal aspects of change to their detriment. Educational change, it finds, is shaped by the convergence of large-scale economic and demographic shifts that produce five change forces (waves of reform, changing student demographics, teacher generations, leadership succession, and school interrelations) that have defined three distinct periods of educational change during the past 30 years. Conclusions: These forces and their convergence have ultimately reaffirmed the traditional identities and practices of conventional high schools and pulled innovative ones back toward the traditional norm in an age of standardization (though to a lesser extent where the schools are professional learning communities or have anactivist orientation). Conclusions are drawn in the form of a strategic theory of sustainable change.

Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching

The paper defines and analyses the differences between collaborative culture and contrived collegiality as forms of joint work and interaction among teachers. It uses the case of peer coaching, especially one variant known as technical coaching, to investigate and interpret these differences. Collaborative cultures comprise evolutionary relationships of openness, trust, and support among teachers where they define and develop their own purposes as a community. Contrived collegiality consists of administratively contrived interactions among teachers where they meet and work to implement the curricula and instructional strategies developed by others. Collaborative cultures foster teacher and curriculum development. Contrived collegiality enhances administrative control. Peer coaching of the technical kind, it is concluded, fosters implementation rather than development, education rather than training, contrived collegiality rather than collaborative culture.

The Sustainability of Innovative Schools as Learning Organizations and Professional Learning Communities During Standardized Reform

Background: Implicitly, innovative schools have historically contained some (but not usually all) of the properties of learning organizations and professional learning communities but have a weak record of sustaining success over time. Can innovative schools that self-consciously establish themselves as learning organizations and professional learning communities sustain their early promise of success in the face of the predictable cycle of the “attrition of change”; of pressure and envy in the surrounding district, profession, and community; and of the historically specific and recent pressure of standardized reform? Purpose : This article explores the impact of these influences on three innovative schools and their sustainability over time. It concentrates in particular on the promise and viability of one of these schools, which has been consciously modeled as a learning organization and professional learning community. Conclusions: Although further research is required, the article concludes that the learning organization and professional learning community model may provide a more robust resistance to conventional processes of the attrition of change and of surrounding change forces, but much like other innovative schools, it also shows signs of defaulting to conventional patterns of schooling in the face of standardized reform.

The emotional politics of teaching and teacher development: with implications for educational leadership

This paper explores the emotions of teaching and teacher development in times of rapid change. It treats the emotional lives of educators not only as matters of personal disposition or commitment, as psychological qualities that emerge among individuals, but also as social and political phenomena that are shaped by how the work of teaching is organized, structured and led. The paper develops a conceptual framework of seven interrelated elements that are formed by sociological and social‐psychological literature, to cast light on how emotions are located and represented in teachers’ work and professional development. The paper closes with ten implications and recommendations for leaders and policymakers to embrace and engage the emotions as part of their own and other educators’ work.

The Emotions of Teaching and Educational Change

One of the most neglected dimensions of educational change is the emotional one. Educational and organizational change are often treated as rational, cognitive processes in pursuit of rational, cognitive ends. If emotions are acknowledged at all, this is usually in a minimalist way in terms of human relations or climate setting, where the task of leadership is to manipulate the mood and motivation of their staffs, in order to manage them more effectively. The more unpredictable passionate aspects of learning, teaching and leading, however, are usually left out of the change picture.