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Article: Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective

TitleProfessional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective
Authors
KeywordsChina
curriculum reform
teachers' professional identity
emotion
Issue Date2013
Citation
Asia-Pacific Journal of Teacher Education, 2013, v. 41, n. 3, p. 271-287 How to Cite?
AbstractThis 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. © 2013 Copyright 2013 Australian Teacher Education Association.
Persistent Identifierhttp://hdl.handle.net/10722/233824
ISSN
2015 Impact Factor: 0.667
2015 SCImago Journal Rankings: 0.587

 

DC FieldValueLanguage
dc.contributor.authorLee, John Chi Kin-
dc.contributor.authorHuang, Yvonne Xian Han-
dc.contributor.authorLaw, Edmond Hau Fai-
dc.contributor.authorWang, Mu Hua-
dc.date.accessioned2016-09-27T07:21:45Z-
dc.date.available2016-09-27T07:21:45Z-
dc.date.issued2013-
dc.identifier.citationAsia-Pacific Journal of Teacher Education, 2013, v. 41, n. 3, p. 271-287-
dc.identifier.issn1359-866X-
dc.identifier.urihttp://hdl.handle.net/10722/233824-
dc.description.abstractThis 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. © 2013 Copyright 2013 Australian Teacher Education Association.-
dc.languageeng-
dc.relation.ispartofAsia-Pacific Journal of Teacher Education-
dc.subjectChina-
dc.subjectcurriculum reform-
dc.subjectteachers' professional identity-
dc.subjectemotion-
dc.titleProfessional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1080/1359866X.2013.809052-
dc.identifier.scopuseid_2-s2.0-84882245507-
dc.identifier.volume41-
dc.identifier.issue3-
dc.identifier.spage271-
dc.identifier.epage287-
dc.identifier.eissn1469-2945-

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