Work

‘Good Rain Nurtures Things Silently’: A Longitudinal Study of EFL Teacher Emotion and Identity Learning in Curriculum Reform

Year: 2024

Type: article

Abstract: ABSTRACT Identity serves as a valuable lens through which to investigate, understand and facilitate teacher learning during curriculum reform. Identity learning is the core process of educational change, with teacher emotion at the heart of professional learning processes. In this study, we traced the 1‐year journeys of four Chinese EFL teachers during a tertiary EFL curriculum reform that focused on ideological and political education. The Dynamic Systems Model of Role Identity was utilised to understand identity learning. By drawing on interviews, documents and observations, we collected rich data and analysed four types of identity learning along a continuum from fake learning to transformation, mediated by teacher emotion. A multiplicity of emotions acted as indicators and potential catalysts for identity learning. However, an overly demanding context might lead to a retrogressive identity learning trajectory. The integration of ideological and political education in foreign language education was also discussed.

Source: European Journal of Education

DOI: 10.1111/ejed.12763

Authors: Shanshan Yang, Hongbiao Yin

Institutions: Fudan University, Chinese University of Hong Kong

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,190