Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective
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AbstractThis 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.
All Author(s) ListLee JCK, Huang YXH, Law EHF, Wang MH
Journal nameAsia-Pacific Journal of Teacher Education
Year2013
Month8
Day1
Volume Number41
Issue Number3
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Pages271 - 287
ISSN1359-866X
LanguagesEnglish-United Kingdom
KeywordsChina; curriculum reform; emotion; teachers' professional identity
Web of Science Subject CategoriesEducation & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

Last updated on 2021-16-01 at 00:43