Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective

By John Chi-Kin Lee, Hongbiao Yin. 2011

220 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6c13042e337e53b4a8ae2035257191e273fdac9f

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In Social Psychology

Citations in the corpus

Coping During Public Service Delivery: A Conceptualization and Systematic Review of the Literature (2015, unknown): “Only two studies were conducted in Asia: one in China (Lee & Yin, 2011) and one in South Korea (Lee, 2009).”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “Second, a couple of articles explored this impact from the reform angle (e.g. Lee & Yin, 2011).”
The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, methodology): “The extent to which a teacher experiences congruence between their professional beliefs, values and practices and the reform agenda is used to predict whether they are likely to emote positively or negatively towards the change (Lee and Yin 2010; Jeffrey and Woods 1996; Little 1996, 2000; Little and”
Adaptation and validation of the teacher emotional labour strategy scale in China (2012, background): “Bond, 1993 ; Lee & Yin, 2011 ; Qu & Zhang, 2005 ), the emotional expression of Chinese people are featured by an emphasis on face concerns, relational harmony and social maturity, especially when they interact with socially as well as intellectually mature adults.”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “…2004) has contributed to our understanding of school teachers’ emotional and identity change, especially in the context of educational reforms (e.g. Lee & Yin, 2011; van Veen, Sleegers, & van de Ven, 2005), how student-teachers construct their identities from their emotional experience during…”