Identity and Emotion of University English Teachers during Curriculum Reform in China

Autor/inn/en	Yip, Jesse W. C.; Huang, Jing; Teng, Mark Feng
Titel	Identity and Emotion of University English Teachers during Curriculum Reform in China
Quelle	In: Language, Culture and Curriculum, 35 (2022) 4, S.421-439 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yip, Jesse W. C.) ORCID (Huang, Jing) ORCID (Teng, Mark Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.2024843
Schlagwörter	College Faculty; Second Language Learning; Second Language Instruction; English (Second Language); Educational Change; Curriculum Development; Professional Identity; Teacher Effectiveness; Language Teachers; Teacher Attitudes; Foreign Countries; China + Suchen Sie Ihr Suchwort? Fakultät; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language teacher; Sprachunterricht; Lehrerverhalten; Ausland
Abstract	Limited attention has been given to the emotions of university English teachers in their identity constructions in the context of curriculum reform in China. Drawing upon the identity control theory (ICT), this qualitative study examines how six teachers negotiate their emotions during curriculum reform in China. Data were collected through in-depth interviews. Findings indicate that teachers experience a variety of emotions in response to the curriculum reform and that the emotions are triggered by teachers' identity constructions. Based on the findings and ICT, this study proposes a model that delineates the interplay between self-identity, performance outcome, and teacher emotion in the context of curriculum reform. The model explicates that congruence between teachers' self-identities and the identities imposed by the reform contributes to positive emotions and vice versa. Adding to the original ICT, this study suggests that teachers' performance outcomes (i.e. teaching outcome and student performance) are likely to influence the (non-)verification of role performance and teacher emotion. In addition, this study reveals the factors that influence teachers' role performances in the reform, including rapid changes in education policy, stressful teaching evaluations, the instruction of ideological and political thoughts in English courses, and teachers' insufficient computer skills. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01