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

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...

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Veröffentlicht in:	Asia-Pacific journal of teacher education 2013-08, Vol.41 (3), p.271-287
Hauptverfasser:	Lee, John Chi-Kin, Huang, Yvonne Xian-Han, Law, Edmond Hau-Fai, Wang, Mu-Hua
Format:	Artikel
Sprache:	eng
Schlagworte:	Affective behaviour Anxiety Beginning Teachers Behavior China Chinese languages Curricula Curriculum Curriculum development curriculum reform Education reform Educational Change Elementary School Teachers emotion Emotional Experience Emotions Foreign Countries Helplessness Institutional Environment Parent Attitudes Primary education Primary school teachers Professional Identity Qualitative Research Respondents School Districts Secondary School Teachers Social identity Teacher Attitudes Teacher Behavior Teacher identity Teachers teachers' professional identity
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