TY  - BOOK
AU  - Yang,Shanshan
ED  - SpringerLink (Online service)
TI  - Language Teacher Emotion, Identity Learning and Curriculum Reform
SN  - 9789819997428
AV  - LB2806.15 
PY  - 2024///
CY  - Singapore
PB  - Springer Nature Singapore, Imprint: Springer
KW  - Education
KW  - Curricula
KW  - Professional education
KW  - Vocational education
KW  - Teachers
KW  - Training of
KW  - Curriculum Studies
KW  - Professional and Vocational Education
KW  - Teaching and Teacher Education
N1  - Chapter 1. Introduction -- Chapter 2. Literature Review -- Chapter 3. Research Design -- Chapter 4. Language teachers’ emotional landscape -- Chapter 5. Identity learning in the reform -- Chapter 6. Discussion -- Chapter 7. Conclusion
N2  - This book explores language teachers' identity learning through the lens of teacher emotions. This qualitative study, utilizing a longitudinal case study design, sets out to trace how four college English teachers at the case study university in East China respond emotionally towards the curriculum reform, how teacher identity learning takes place, and how emotions interact with the identity learning processes. Guided by the theoretical framework, this book adopts diversified methods to collect data across one academic year of curriculum implementation. It also discusses the findings which reveal that curriculum reform poses great emotional challenges for English as a Foreign Language (EFL) teachers, teachers who traverse across emotional geographies, orient to feeling rules, and perhaps translate emotion work into emotional capital. This book explores language teachers' identity learning. This book helps the researchers, policymakers, and other stakeholders involved in higher education policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts
UR  - https://doi.org/10.1007/978-981-99-9742-8
ER  -