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- Publisher Website: 10.1080/1359866X.2013.809052
- Scopus: eid_2-s2.0-84882245507
- WOS: WOS:000322754700004
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Article: Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective
| Title | Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective |
|---|---|
| Authors | |
| Keywords | China curriculum reform teachers' professional identity emotion |
| Issue Date | 2013 |
| Citation | Asia-Pacific Journal of Teacher Education, 2013, v. 41, n. 3, p. 271-287 How to Cite? |
| Abstract | 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 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 Identifier | http://hdl.handle.net/10722/233824 |
| ISSN | 2023 Impact Factor: 1.4 2023 SCImago Journal Rankings: 0.922 |
| ISI Accession Number ID |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Lee, John Chi Kin | - |
| dc.contributor.author | Huang, Yvonne Xian Han | - |
| dc.contributor.author | Law, Edmond Hau Fai | - |
| dc.contributor.author | Wang, Mu Hua | - |
| dc.date.accessioned | 2016-09-27T07:21:45Z | - |
| dc.date.available | 2016-09-27T07:21:45Z | - |
| dc.date.issued | 2013 | - |
| dc.identifier.citation | Asia-Pacific Journal of Teacher Education, 2013, v. 41, n. 3, p. 271-287 | - |
| dc.identifier.issn | 1359-866X | - |
| dc.identifier.uri | http://hdl.handle.net/10722/233824 | - |
| dc.description.abstract | 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 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.language | eng | - |
| dc.relation.ispartof | Asia-Pacific Journal of Teacher Education | - |
| dc.subject | China | - |
| dc.subject | curriculum reform | - |
| dc.subject | teachers' professional identity | - |
| dc.subject | emotion | - |
| dc.title | Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective | - |
| dc.type | Article | - |
| dc.description.nature | link_to_subscribed_fulltext | - |
| dc.identifier.doi | 10.1080/1359866X.2013.809052 | - |
| dc.identifier.scopus | eid_2-s2.0-84882245507 | - |
| dc.identifier.volume | 41 | - |
| dc.identifier.issue | 3 | - |
| dc.identifier.spage | 271 | - |
| dc.identifier.epage | 287 | - |
| dc.identifier.eissn | 1469-2945 | - |
| dc.identifier.isi | WOS:000322754700004 | - |
| dc.identifier.issnl | 1359-866X | - |