Abstract
This chapter outlines the emotional responses of EFL teachers towards curriculum reform on the self, interaction, and society levels respectively. It first displays four types of emotional identities that emerged in response to curriculum reform. Then it utilizes the theoretical constructs of emotional geographies and feeling rules to explore language teacher emotion beyond the individual levels.
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Notes
- 1.
The National College Entrance Examination (NCEE), commonly known as gaokao, is an academic examination held annually in the People's Republic of China.
- 2.
Xuexitong a popular platform for course learning developed by Super Star, one of the earliest companies engaged in the digitalization of paper materials and the production of electronic publications in China.
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© 2024 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Yang, S. (2024). Situating EFL Teacher Emotion in Curriculum Reform. In: Language Teacher Emotion, Identity Learning and Curriculum Reform. Springer, Singapore. https://doi.org/10.1007/978-981-99-9742-8_5
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DOI: https://doi.org/10.1007/978-981-99-9742-8_5
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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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