Literaturnachweis - Detailanzeige
| Autor/inn/en | Li, Jing; Craig, Cheryl J. |
|---|---|
| Titel | A Narrative Inquiry into a Rural Teacher's Emotions and Identities in China: Through a Teacher Knowledge Community Lens |
| Quelle | In: Teachers and Teaching: Theory and Practice, 25 (2019) 8, S.918-936 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Li, Jing) ORCID (Craig, Cheryl J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2019.1652159 |
| Schlagwörter | Rural Schools; Teacher Attitudes; Emotional Response; Teacher Persistence; Experienced Teachers; Professional Identity; Personal Narratives; Communities of Practice; Computer Mediated Communication; Foreign Countries; Teacher Education; Self Concept; Teacher Workshops; Faculty Development; Elementary School Students; China |
| Abstract | This research narratively explores a veteran teacher's emotions and identities in varied teacher communities within and outside a rural school in China. Based on interviews, the teacher's one-year reflective narratives and conversational records with members of an online teacher community, this research constructs and reconstructs how varied 'teacher knowledge communities' outside the teacher's school influence the teacher's feelings and the meanings he attributed to his experiences, which contributes to the teacher's living his 'best-loved self', personally and professionally, in a test-oriented and professionally challenging landscape. The connections between teacher knowledge community, teacher development and retention are also discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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