Teachers' emotional experience: Insights from Hong Kong primary schools

Teachers' emotional experience: Insights from Hong Kong primary schools

• Wu, Zhenli Jilin Normal University
• Chen, Junjun The Education University of Hong Kong

Asia Pacific Education Review, 2018

Springer Netherlands

2018

• Q 教育體系與各級學校
  • QC 小學教育
• 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

Teacher Emotion Qualitative Primary Hong Kong

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This study aims to understand teacher emotions through interviewing 28 primary teachers in Hong Kong. The study employed content analysis to analyze the data. The results were allocated to three dimensions of teacher emotions—student and learning, teacher and teaching, and the contextual factors. These teachers described 78 emotions of which approximately an equal number were positive and negative. Emotions relating to the student and learning dimension are the most intense, followed by those in the teacher and teaching and contextual factor dimensions. Data also indicated that teachers can hold positive and negative emotions simultaneously (e.g., happy yet pressurized by child's unconditional trust) and can suffer from paradoxical emotions (e.g., regarding education reform). Teachers demonstrated different ways to manage emotions contingent on their demographic background. Given the powerful role that emotions play, recommendations for including teacher emotion education in both initial teacher education and professional development have been proposed accordingly. Copyright © 2018 Education Research Institute, Seoul National University, Seoul, Korea.

• 英文

期刊論文

• 15981037

• 10.1007/s12564-018-9553-6

https://bibliography.lib.eduhk.hk/tc/bibs/43253775

2019-02-12