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

Chi Kin John LEE, Xianhan HUANG, Hau Fai Edmond LAW, MuHua WANG

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

This chapter examines the professional identity of teachers based on teachers' narrative and emotional responses to curriculum reforms introduced by the central government in Mainland China. Furthermore, it discusses factors that influenced and shaped teachers' professional identity realized in their interactions with others and within the educational context when reforms were implemented in their school. Connelly and Clandinin suggests that the identities of teachers might vary owing to changes in the educational landscape. Based on this view, the current study discusses the professional identities and emotions of primary school teachers approximately 10 years after the introduction of Chinese curriculum reform. As a country influenced by Confucianism, the educational system in China is highly stable and hierarchical. Establishing an appropriate position in the system is crucial, and gaining acceptance or compliments from school managers and peers plays a key role in the process of constructing professional identity. Copyright © 2015 Q. Gu.
Original languageEnglish
Title of host publicationThe work and lives of teachers in China
EditorsQing GU
Place of PublicationNew York
PublisherRoutledge
Pages125-144
ISBN (Electronic)9781315814292
ISBN (Print)9780415844130
DOIs
Publication statusPublished - 2015

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emotion
curriculum
reform
teacher
Confucianism
China
primary school teacher
educational system
school
acceptance
manager
narrative
interaction

Citation

Lee, J. C.-K., Huang, Y. X., Law, E. H.-F., & Wang, M. (2015). Professional identities and emotions of teachers in the context of curriculum reform: A Chinese perspective. In Q. Gu (Ed.), The work and lives of teachers in China (pp. 125-144). New York: Routledge.