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
• Kwong, Tsun Lok Hong Kong Institute of Technology

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

Routledge

2017

• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展
• M 教師與教師教育
  • MF 教育工作人員之特徵與境況

Teacher Emotions Labor Process Theory Social Constructionism Goal Displacement Purpose of Teaching

• 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 © 2016 Informa UK Limited, trading as Taylor & Francis Group.

• 英文

期刊論文

• 01425692

• 10.1080/01425692.2016.1182007

https://bibliography.lib.eduhk.hk/tc/bibs/9ba7c438

2023-02-06