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Article: Teachers' professional vulnerability and cultural tradition: A Chinese paradox

TitleTeachers' professional vulnerability and cultural tradition: A Chinese paradox
Authors
KeywordsCommercialization
Online community
Paradox of power
Professional vulnerability
The Chinese mainland
Issue Date2008
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching And Teacher Education, 2008, v. 24 n. 1, p. 154-165 How to Cite?
AbstractThe paper explores the issue of teachers' professional vulnerability using a range of messages from an online teachers' community on the Chinese mainland. The study reveals how macro changes at policy level impact on teachers' professional relationships and in turn their professional identities in teacher discussants' perceptions. Furthermore, the paper argues that the Chinese cultural tradition somehow adds to teachers' professional vulnerability. While the tradition used to give teachers authority, it imposes burdens on teachers and subjects them to close scrutiny, which consequently make them feel more vulnerable. The paper concludes with critical reflections on its methodology and findings, calling for further research into the issue. © 2006 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/141761
ISSN
2015 Impact Factor: 1.823
2015 SCImago Journal Rankings: 1.836
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorGao, Xen_HK
dc.date.accessioned2011-09-27T03:00:24Z-
dc.date.available2011-09-27T03:00:24Z-
dc.date.issued2008en_HK
dc.identifier.citationTeaching And Teacher Education, 2008, v. 24 n. 1, p. 154-165en_HK
dc.identifier.issn0742-051Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/141761-
dc.description.abstractThe paper explores the issue of teachers' professional vulnerability using a range of messages from an online teachers' community on the Chinese mainland. The study reveals how macro changes at policy level impact on teachers' professional relationships and in turn their professional identities in teacher discussants' perceptions. Furthermore, the paper argues that the Chinese cultural tradition somehow adds to teachers' professional vulnerability. While the tradition used to give teachers authority, it imposes burdens on teachers and subjects them to close scrutiny, which consequently make them feel more vulnerable. The paper concludes with critical reflections on its methodology and findings, calling for further research into the issue. © 2006 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_US
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tateen_HK
dc.relation.ispartofTeaching and Teacher Educationen_HK
dc.subjectCommercializationen_HK
dc.subjectOnline communityen_HK
dc.subjectParadox of poweren_HK
dc.subjectProfessional vulnerabilityen_HK
dc.subjectThe Chinese mainlanden_HK
dc.titleTeachers' professional vulnerability and cultural tradition: A Chinese paradoxen_HK
dc.typeArticleen_HK
dc.identifier.emailGao, X: xsgao@hku.hken_HK
dc.identifier.authorityGao, X=rp01549en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/j.tate.2006.11.011en_HK
dc.identifier.scopuseid_2-s2.0-37549056514en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-37549056514&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume24en_HK
dc.identifier.issue1en_HK
dc.identifier.spage154en_HK
dc.identifier.epage165en_HK
dc.identifier.eissn1879-2480-
dc.identifier.isiWOS:000253169800013-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridGao, X=23099781400en_HK

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