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Synopsis
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 highereducation policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos de l'auteur
Dr. Shanshan Yang is a lecturer in the College of Foreign Languages and Literatures at Fudan University, China. Her recent research interests include researcher-practitioner collaboration, language teacher emotions, curriculum reform, and individual differences. Dr. Yang has published in journals such as Teaching and Teacher Education, Journal of Multilingual and Multicultural Development, and Higher Education.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Language Teacher Emotion, Identity Learning and Curriculum Reform (eng)
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Etat : new. Questo è un articolo print on demand. N° de réf. du vendeur H8ZEFKNA6S
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Language Teacher Emotion, Identity Learning and Curriculum Reform (Paperback)
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Springer Verlag, Singapore, Singapore, 2025
ISBN 10 : 9819997445
ISBN 13 : 9789819997442
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Paperback. Etat : new. Paperback. 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 highereducation policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9789819997442
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Language Teacher Emotion, Identity Learning and Curriculum Reform
Edité par
Springer Nature Singapore, Springer Nature Singapore Jan 2025, 2025
ISBN 10 : 9819997445
ISBN 13 : 9789819997442
Neuf
Taschenbuch
Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
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Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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 highereducation policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts. 156 pp. Englisch. N° de réf. du vendeur 9789819997442
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Language Teacher Emotion, Identity Learning and Curriculum Reform (Paperback)
Edité par
Springer Verlag, Singapore, Singapore, 2025
ISBN 10 : 9819997445
ISBN 13 : 9789819997442
Neuf
Paperback
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Paperback. Etat : new. Paperback. 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 highereducation policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts. 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. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N° de réf. du vendeur 9789819997442
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Language Teacher Emotion, Identity Learning and Curriculum Reform
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Taschenbuch. Etat : Neu. Language Teacher Emotion, Identity Learning and Curriculum Reform | Shanshan Yang | Taschenbuch | ix | Englisch | 2025 | Springer | EAN 9789819997442 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. N° de réf. du vendeur 131244403
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Language Teacher Emotion, Identity Learning and Curriculum Reform
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Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - 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 highereducation policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts. N° de réf. du vendeur 9789819997442
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Language Teacher Emotion, Identity Learning and Curriculum Reform
Edité par
Springer, Palgrave Macmillan Jan 2025, 2025
ISBN 10 : 9819997445
ISBN 13 : 9789819997442
Neuf
Taschenbuch
Vendeur : buchversandmimpf2000, Emtmannsberg, BAYE, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Taschenbuch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -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.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 156 pp. Englisch. N° de réf. du vendeur 9789819997442
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Language Teacher Emotion, Identity Learning and Curriculum Reform (Paperback)
Edité par
Springer Verlag, Singapore, Singapore, 2025
ISBN 10 : 9819997445
ISBN 13 : 9789819997442
Neuf
Paperback
Vendeur : AussieBookSeller, Truganina, VIC, Australie
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Paperback. Etat : new. Paperback. 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 highereducation policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts. 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. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. N° de réf. du vendeur 9789819997442
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