Teachers’ Goals, Beliefs, Emotions, and Identity Development discusses the nonlinear, multifaceted processes of teacher development by foregrounding constructs related to well-being and professional standards. Teachers lead full, complex lives that are set in both immediate and social-historical realities that significantly shape their ongoing successes and challenges. Informed by a range of psychological and educational theories and perspectives and meaningfully situated in contemporary perspectives of teacher well-being, this book offers comprehensive and holistic approaches to the processes and contexts of teacher development. The authors’ research and implications for practice will be useful for prospective and practising teachers, teacher educators, classroom researchers, school administrators, and policymakers.

chapter 2|14 pages

Goals and Standards

“I Want to Become a Teacher”

chapter 3|18 pages

The Genesis and Influence of Beliefs

chapter 5|16 pages

The Process of Identifying as a Teacher

chapter 6|19 pages

Regulating Classroom Activities