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Teachers’ Emotions in a Mandated Curriculum Reform: A Chinese Perspective

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New Understandings of Teacher's Work

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 100))

Abstract

Emotion has been one of the issues that had experienced dramatic increase in teaching and educational research since mid-1990s. In 1996 and 2005, two reputable academic journals in education field, i.e. Cambridge Journal of Education and Teaching and Teacher Education, published a special issue on teacher emotion in teaching and educational change, respectively. Recently, some authors conducted more thorough explorations on the roles of teacher emotion plays in teaching (Zembylas 2005), educational leadership (Leithwood and Beatty 2008), and education in general (Schutz and Pekrun 2007). In these studies, teacher emotion was usually viewed as a social-cultural construct rather than merely a psychological process as it is in popular conception (Hargreaves 2001; Jeffrey and Woods 1996; Zembylas 2002, 2005), which enriched our understanding about the nature and operation of teacher emotion in professional situations.

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Author information

Authors and Affiliations

  1. Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong SAR

    John Chi-Kin Lee

  2. Faculty of Education, The Chinese University of Hong Kong, Sha Tin, NT, Hong Kong, China

    Hong-Biao Yin

Authors
  1. John Chi-Kin Lee
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  2. Hong-Biao Yin
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Correspondence to John Chi-Kin Lee .

Editor information

Editors and Affiliations

  1. School of Education, University of Nottingham, Wollaton Road, Nottingham, NG81BB, Nottingham, United Kingdom

    Christopher Day

  2. Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong/PR China

    John Chi-Kin Lee

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Lee, JK., Yin, HB. (2011). Teachers’ Emotions in a Mandated Curriculum Reform: A Chinese Perspective. In: Day, C., Lee, JK. (eds) New Understandings of Teacher's Work. Professional Learning and Development in Schools and Higher Education, vol 100. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0545-6_6

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