Michalinos Zembylas focuses on Pedagogy, Social psychology, Context, Mathematics education and Ethnography. His study in Pedagogy is interdisciplinary in nature, drawing from both Emotional labor, Field and Ambivalence. His research in Social psychology tackles topics such as Resistance which are related to areas like Teacher identity.
Michalinos Zembylas has researched Context in several fields, including Identity, Epistemology, Argument, Critical pedagogy and Job satisfaction. His work on Science education, Educational technology and Scientific literacy as part of general Mathematics education study is frequently linked to Perspective and Transformation, bridging the gap between disciplines. The study incorporates disciplines such as Social transformation, School culture, Coping, Politics and Multiculturalism in addition to Ethnography.
His primary scientific interests are in Pedagogy, Politics, Social psychology, Epistemology and Context. His Pedagogy study typically links adjacent topics like Ethnography. Michalinos Zembylas interconnects Affect, Environmental ethics, Gender studies, Philosophy of education and Education theory in the investigation of issues within Politics.
His research investigates the connection with Gender studies and areas like Multiculturalism which intersect with concerns in Cultural pluralism. His Social psychology research integrates issues from Resistance and Narrative. His Context study frequently involves adjacent topics like Ethnic group.
His scientific interests lie mostly in Politics, Environmental ethics, Affect, Epistemology and Pedagogy. His Politics study combines topics in areas such as Higher education, Philosophy of education, Education theory, Teaching method and Gender studies. His Environmental ethics study also includes fields such as
His study in Affect is interdisciplinary in nature, drawing from both Aesthetics, Resistance, Affective dimension, Colonialism and Complicity. While the research belongs to areas of Epistemology, Michalinos Zembylas spends his time largely on the problem of Transformative learning, intersecting his research to questions surrounding Praxis. His study in Perception extends to Pedagogy with its themes.
Michalinos Zembylas spends much of his time researching Epistemology, Politics, Philosophy of education, Environmental ethics and Affect. His Epistemology research includes themes of Scholarship, Manifesto, Individualism and Accountability. His biological study spans a wide range of topics, including Higher education and Education theory.
His research in Environmental ethics intersects with topics in Critical theory, Critical pedagogy and Precarity. The Affect study combines topics in areas such as Affective dimension, Pedagogy and Learner engagement. His Affect theory study incorporates themes from Post truth, Context, Prosocial behavior and Governmentality.
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Emotions and Teacher Identity: A poststructural perspective
Teachers and Teaching (2003)
Discomforting Truths: The Emotional Terrain of Understanding Difference
Megan Boler;Michalinos Zembylas.
INTERROGATING “TEACHER IDENTITY”: EMOTION, RESISTANCE, AND SELF‐FORMATION
Educational Theory (2003)
Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching
Teaching and Teacher Education (2005)
The Emotional Labour of Caring in Teaching.
Lynn Isenbarger;Michalinos Zembylas.
Teaching and Teacher Education (2006)
Introduction to Advances in Teacher Emotion Research: The Impact on Teachers’ Lives
Paul A. Schutz;Michalinos Zembylas;Michalinos Zembylas.
Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching
Teaching and Teacher Education (2007)
Job satisfaction among school teachers in Cyprus
Michalinos Zembylas;Elena Papanastasiou.
Journal of Educational Administration (2004)
“STRUCTURES OF FEELING” IN CURRICULUM AND TEACHING: THEORIZING THE EMOTIONAL RULES
Educational Theory (2002)
Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching
International Journal of Qualitative Studies in Education (2005)
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