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

Chi Kin John LEE, Yvonne Xian-Han HUANG, Hau Fai Edmond LAW, Mu-Hua WANG

Research output: Contribution to journalArticle

11 Citations (Scopus)

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. Copyright © 2013 Australian Teacher Education Association.
Original languageEnglish
Pages (from-to)271-287
JournalAsia Pacific Journal of Teacher Education
Volume41
Issue number3
Early online dateAug 2013
DOIs
Publication statusPublished - 2013

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emotion
curriculum
reform
teacher
pain
anxiety
China
Teaching
experience

Citation

Lee, J. C.-K., Huang, Y. X.-H., Law, E. H.-F., & Wang, M.-H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: A Chinese Perspective. Asia Pacific Journal of Teacher Education, 41(3), 271-287.

Keywords

  • China
  • Curriculum reform
  • Emotion
  • Teachers' professional identity