Abstract
This chapter evaluates different perspectives in understanding teacher emotion and suggests that a holistic view should be adopted. After analyzing the connections between teacher emotion and curriculum reform and identity learning, the chapter ends by depicting a tentative theoretical framework to explore how EFL teachers respond emotionally towards the reform, how EFL teachers’ identity learning takes place in the curriculum reform context, and how EFL teacher emotions interact with their identity learning.
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© 2024 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Yang, S. (2024). Language Teacher Emotion. In: Language Teacher Emotion, Identity Learning and Curriculum Reform. Springer, Singapore. https://doi.org/10.1007/978-981-99-9742-8_3
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DOI: https://doi.org/10.1007/978-981-99-9742-8_3
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Publisher Name: Springer, Singapore
Print ISBN: 978-981-99-9741-1
Online ISBN: 978-981-99-9742-8
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