Professional Identities and Emotions of Teachers in the Context of Curriculum Reform: A Chinese Perspective

Autor/inn/en	Lee, John Chi-Kin; Huang, Yvonne Xian-Han; Law, Edmond Hau-Fai; Wang, Mu-Hua
Titel	Professional Identities and Emotions of Teachers in the Context of Curriculum Reform: A Chinese Perspective
Quelle	In: Asia-Pacific Journal of Teacher Education, 41 (2013) 3, S.271-287 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2013.809052
Schlagwörter	Professional Identity; Anxiety; Curriculum; Educational Change; Foreign Countries; Teacher Attitudes; Qualitative Research; Helplessness; Teacher Behavior; Emotional Experience; Beginning Teachers; School Districts; Institutional Environment; Parent Attitudes; Elementary School Teachers; Secondary School Teachers; China + Suchen Sie Ihr Suchwort? Angst; Curricula; Lehrplan; Rahmenplan; Bildungsreform; Ausland; Lehrerverhalten; Qualitative Forschung; Hilflosigkeit; Teacher behaviour; Junior teacher; Junglehrer; School district; Schulbezirk; Elternverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10