Teachers' emotions in the context of education reform: Labor process theory and social constructionism

Teachers' emotions in the context of education reform: Labor process theory and social constructionism

• Tsang, Kwok Kuen Caritas Institute of Higher Education, Hong Kong
• Kwong, Tsun Lok Hong Kong Institute of Technology

British Journal of Sociology of Education, 38(6), 841-855, 2017

Routledge

2017

• M 教師與教師教育
  • ME 教師職責、專業精神與專業紀律
• M 教師與教師教育
  • MF 教育工作人員之特徵與境況
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• R 教育政策與管理
  • RG 教育改革︰各項報告書及指引，施政報告

Educational Change Aims & Objectives of Education Education & Society Labor Process Social Constructionism Goal Displacement Labor Process Theory Purpose of Teaching Teacher Emotions

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

In recent years, many teachers suffered different kinds of negative emotions in the context of education reforms. A typical explanation was that the education reforms disempowered teachers in teaching, so teachers were forced to do much non-instructional work. Teachers considered their work meaningless but were powerless to change it, and eventually indulged themselves in negative emotions. However, the present research suggested that this explanation had neglected teacher agency and might be incomplete. Arguing from the perspective of social constructionism, the research showed that teachers in Hong Kong experienced negative emotions in education reforms because, on top of the disempowerment, the reforms structurally displaced teachers' educational goals with administrative goals. The goal displacement impeded teachers' evaluation of the instructional values of their work. Thus, teachers perceived their work as inconsistent with their major purpose of teaching (i.e. making a difference) and they felt negative towards work.
[Copyright of British Journal of Sociology of Education is the property of Routledge.]

• 英文

期刊論文

• 01425692

• 10.1080/01425692.2016.1182007

https://bibliography.lib.eduhk.hk/tc/bibs/31e1a46b

2018-06-14