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

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.

Keywords:

• China
• curriculum reform
• emotion
• teachers' professional identity

Acknowledgment

The research team would like to thank the Hong Kong Institute of Education for supporting this study. Sincere thanks are extended to Dr Qing Gu, the editors, and the reviewers for their valuable comments on improving this manuscript.