Emotions and Elementary School Science Teaching: Postmodernism in Practice

This work raises important questions that go beyond the meaning and interpretation of teachers' emotions: How can teachers' emotions become a legitimate topic in (science) education as well as in efforts for science curricular reform? Further, how can educational institutions (universities and schools) and elementary school science teachers themselves support their personal and professional emotional growth?

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Zembylas, Michalinos

Contributors dc:contributor

• Margery D. Osborne

• Education, Teacher Training

Language dc:language

eng

Identifier

(MiAaPQ)AAI9971237

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80421