Emotions Matter: Teachers' Feelings about Their Interactions with Teacher Trainers during Curriculum Reform

Autor/inn/en	Yin, Hong-biao; Lee, John Chi-Kin
Titel	Emotions Matter: Teachers' Feelings about Their Interactions with Teacher Trainers during Curriculum Reform
Quelle	In: Chinese Education and Society, 44 (2011) 4, S.82-97 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
Schlagwörter	National Curriculum; Curriculum Development; Emotional Response; Educational Change; Foreign Countries; Teacher Attitudes; Qualitative Research; Teacher Education; Teacher Educators; Teacher Student Relationship; Interpersonal Relationship; China + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Emotionales Verhalten; Bildungsreform; Ausland; Lehrerverhalten; Qualitative Forschung; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Compared with the rich exploration of teachers' emotional geographies in the West, there have been only a small number of studies conducted in Chinese societies that have adopted Hargreaves's emotional geographies to analyze human interactions in education. This study explores the nature of emotions felt by teachers during their interactions with teacher trainers during the period of 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 are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10