Emotions matter: Teachers’ feelings about their interactions with teacher trainers during curriculum reform

Hong Biao YIN, Chi Kin John LEE

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Compared with the rich exploration of teachers’ emotional geographies in the West, there have been only a small number of studies conducted in Chinese societies that have adopted Hargreaves’s emotional geographies to analyze human interactions in education. This study explores the nature of emotions felt by teachers during their interactions with teacher trainers during the period of 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 are discussed. Copyright © 2011 M.E. Sharpe, Inc. All rights reserved.
Original languageEnglish
Pages (from-to)82-97
JournalChinese Education and Society
Volume44
Issue number4
DOIs
Publication statusPublished - Jul 2011

    Fingerprint

Citation

Yin, H.-B., & Lee, J. C.-K. (2011). Emotions matter: Teachers’ feelings about their interactions with teacher trainers during curriculum reform. Chinese Education and Society, 44(4), 82-97.