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

Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach

“…These highlight the urgency of investigating teacher emotions and its impacts on their teaching in the research sites. Although research into teacher emotions has recently emerged in both Hong Kong and Mainland China (e.g., Lee, Huang, Law, & Wang, ; Yin et al .,), the emphases have been put on the nature of emotions and the role of emotion regulation on well‐being. It seems that no studies focus on the linkages between teacher emotions and their approaches to teaching in both sites.…”

“…Originally, emotions were classified into valences: positive and negative (Watson & Clark, ). However, it is argued that this is too simplistic (Lee et al ., ; Sutton & Wheatley, ) so scholars have sought more complex ways to structure emotions. Parrott () proposed a tree structure which covers a variety of specific emotions in three levels, that is, primary, secondary, and tertiary levels in a sequential order.…”

“…It is found that positive emotions tend to inspire more in‐depth pedagogical thoughts whereas negative emotions often demoralize teacher motivation (Sutton & Wheatley, ). Furthermore, it has been found that teacher emotions are related to teacher self‐efficacy (Brigido, Borrachero, Bermejo, & Mellado, ), vulnerability (Kelchtermans, ), identity (Lee et al ., ), exhaustion (Yao et al ., ), and well‐being (Yin et al ., ). More specifically, it is argued that teachers' activated unpleasant emotions (e.g., anxiety), deactivated pleasant emotions (e.g., contentment), deactivated unpleasant emotions (depression), and activated pleasant emotions (enthusiasm) comprehensively reflect their well‐being (Warr, ).…”

Preservice EAL teaching as emotional experiences: Practicum experience in an Australian secondary school

“…In addition, Pillen et al (2013) found that a feeling of helplessness resulted from having an authoritarian mentor teacher, who does not allows for autonomy, prevents preservice teachers from applying the theoretical knowledge they have learnt from university in their preservice teaching. Consequent to the great influence of emotions on teacher learning, there is a recently growing body of research that seeks to understand the relationships between emotions and teacher identity development (e.g., Lee, Huang, Law, & Wang, 2013;Lee & Yin, 2011;O'Connor, 2008;Reio Jr, 2005;Timoštšuk & Ugaste, 2012). However, we still know very little about how preservice teachers' emotional experiences are constructed.…”

Emociones e identidad profesional docente: relaciones e incidencia

“…Para Mariño, Pulido y Morales (2016), la formación de maestros es un proceso permanente que implica aprender y desaprender a partir de la práctica de aula, que está mediada por la percepción que tiene el maestro sobre su propia identidad profesional, la cual afecta y se afecta por sus emociones y comportamientos frente al currículo y los cambios educativos (Chi-Kin et al, 2013). Desde la perspectiva de Zembylas (2003b), la identidad del maestro está soportada en la interacción de tres aspectos mediados por el afecto: poder, ideología y cultura, y es allí donde cimienta su currículo y praxis.…”