Science Teachers' Management of Conflicting Institutional Logics

Placing Emotions Front and Center

Dados Bibliográficos

ID21392793
AutoresEran Zafrani (0000-0001-5630-7245, School of Education Ben‐Gurion University of the Negev Be'er Sheva Israel, autor correspondente), Dana Vedder-Wei (0000-0001-7115-243X, School of Education Ben‐Gurion University of the Negev Be'er Sheva Israel)
Ano2026
Volume110
Fascículo2
Páginas580-598
Data de publicação2026-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.70032
OpenAlexW4415884801
IdiomaEN
Referências citadas67

In science education, the convergence of recent reform demands with existing policies requires teachers to navigate conflicting expectations, practices, and missions when performing their job. Institutional research has invested much effort into examining how operating in such a fragmented policy environment, in which conflicting institutional logics are present, impacts teachers. However, it has paid little attention to how being caught in such a conflict can be deeply emotional. The divide between institutions and emotions is further reinforced by studies on teachers' emotions, which have predominantly focused on individual emotional experiences, diverting attention away from how emotions can be institutionally conditioned. We conducted a multiple‐case study to develop emotionally informed explanations of how science teachers manage conflicts between seemingly contradictory institutional logics, focusing on three teams of science teachers. We show (a) how each identified logic is charged with different emotions; (b) how ignoring these emotions can deepen polarization and reinforce conflicts, while careful attention to emotions can attenuate tensions between the logics; and (c) how emotions not only shape conflicts between institutional logics but are also sometimes shaped by logics. We discuss how the institutional and emotional scholarships can potentially address each other's blind spots and how positioning emotions as central to institutional processes can offer generative pathways for the implementation of science education reform

Cognition · Convergence (economics) · Front (military) · Generative grammar · Institutional logic · Philosophy of science · Polarization (electrochemistry) · Science education · Early Childhood Education and Development · Science Education and Pedagogy · Teacher Education and Leadership Studies