Literaturnachweis - Detailanzeige
Autor/inn/en | Lee, John Chi-Kin; Huang, Yvonne Xian-Han; Law, Edmond Hau-Fai; Wang, Mu-Hua |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |