Emotion as a lens to understand teacher development in curriculum reform
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AbstractTeacher emotion provides a lens, through which we can understand the characteristics of teacher development in large-scale educational change. However, compared with the rich exploration of teachers' emotional geographies in the West, only a few studies have adopted Hargreaves' emotional geographies to analyze human interactions in education in Chinese societies. This chapter aims at exploring the nature of emotions felt by teachers in their interactions with teacher trainers during a period of the national curriculum reform in Mainland China. Three kinds of emotional geographies were evident: professional, political, and moral. The implications for teacher emotion research and teacher development in curriculum reform are discussed. © 2012 by Nova Science Publishers, Inc. All rights reserved.
All Author(s) ListYin H.-B., Lee J.C.-K., Law E.H.-F.
All Editor(s) Listed. by Hong-Biao Yin, John Chi-Kin Lee.
Detailed descriptioned. by Hong-Biao Yin, John Chi-Kin Lee.
Pages183 - 202
LanguagesEnglish-United Kingdom

Last updated on 2020-02-09 at 00:51