2008．第36卷第12期（Vol. 36 Nos. 12）．pp. 2351
Teachers’ Emotional Landscape in Curriculum Reform
Teacher emotion has been received more and more attention in educational research since the 1990s. Based on the concepts of emotional labor, emotional geographies of teaching, and social geographies of educational change, this study used the case study method to examine the emotional impacts that teachers experienced during the initial implementation of the senior secondary school curriculum reform in the Chinese mainland, and to identify the various social influencing factors of teacher emotion. The results of the study indicated that emotion is an essential dimension of curriculum reform. Teachers were placed in highly complex emotional landscape in the curriculum reform, and they had to pay lots of effort to manage their feelings and emotions, which gave some implications for the management and implementation of the senior secondary school curriculum reform.