Journal
ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION
Volume 41, Issue 3, Pages 271-287Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/1359866X.2013.809052
Keywords
China; curriculum reform; emotion; teachers' professional identity
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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.
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