Emotion as a lens to understand teacher development in curriculum reform

Hong Biao YIN, Chi Kin John LEE, Hau Fai Edmond LAW

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Teacher emotion provides a lens, through which we can understand the characteristics of teacher development in large-scale educational change. However, compared with the rich exploration of teachers' emotional geographies in the West, only a few studies have adopted Hargreaves' emotional geographies to analyze human interactions in education in Chinese societies. This chapter aims at exploring the nature of emotions felt by teachers in their interactions with teacher trainers during a period of the 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 in curriculum reform are discussed. Copyright © 2012 by Nova Science Publishers, Inc. All rights reserved.
Original languageEnglish
Title of host publicationCurriculum reform in China: Changes and challenges
EditorsHong-biao YIN, John Chi-Kin LEE
Place of PublicationNew York
PublisherNova Science Publishers
Pages183-202
ISBN (Print)9781614709435
Publication statusPublished - 2012

Citation

Yin, H.-B., Lee, J. C.-K., & Law, E. H.-F. (2012). Emotion as a lens to understand teacher development in curriculum reform. In H.-B. Yin, & J. C.-K. Lee (Eds.), Curriculum reform in China: Changes and challenges (pp. 183-202). New York: Nova Science Publishers.

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