Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective
Publication in refereed journal

香港中文大學研究人員

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其它資訊
摘要This study explores the changing professional identities of teachers and their emotional experiences during curriculum reform in Shenzhen in the southern part of China. A qualitative approach to research was adopted. Findings reveal that the informants display several teaching behaviours and diverse emotions ranging from pain and helplessness, fulfilment and anxiety, and other mixed emotions. The three types of influential factors that influence teachers' professional identities are also discussed in this study.
著者Lee JCK, Huang YXH, Law EHF, Wang MH
期刊名稱Asia-Pacific Journal of Teacher Education
出版年份2013
月份8
日期1
卷號41
期次3
出版社ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
頁次271 - 287
國際標準期刊號1359-866X
語言英式英語
關鍵詞China; curriculum reform; emotion; teachers' professional identity
Web of Science 學科類別Education & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

上次更新時間 2020-01-12 於 00:29