The bright side of dark emotions: Exploring EFL teachers' emotions, emotional capital, and engagement in curriculum implementation

被引：18

作者：

Yang, Shanshan ^{[1
]}

Shu, Dingfang ^{[2
]}

Yin, Hongbiao ^{[3
,4
]}

机构：

[1] Fudan Univ, Coll Foreign Languages & Literatures, Shanghai, Peoples R China

[2] Shanghai Int Studies Univ, Shanghai Ctr Res English Language Educ, Shanghai, Peoples R China

[3] Chinese Univ Hong Kong, Fac Educ, Dept Curriculum & Instruction, Hong Kong, Peoples R China

[4] Chinese Univ Hong Kong, Fac Educ, Dept Curriculum & Instruct, Sha Tin, R427,Ho Tim Bldg, Hong Kong, Peoples R China

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 117卷

关键词：

Emotion work; Emotional capital; Teacher engagement; Curriculum implementation; Chinese EFL teachers; POSITIVE EMOTIONS; WORK ENGAGEMENT; RULES;

D O I：

10.1016/j.tate.2022.103811

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explored the notion of emotion work as teacher engagement by transforming dark emotions into emotional capital. We traced the one-year journeys of four Chinese EFL teachers' engagement in the curriculum reform, and collected a variety of data (e.g., interviews, documents, and observations). Thematic data analysis yielded three types of engagement, namely superficial, struggling, and substantial engagement, which were mediated by how the EFL teachers enacted their emotion work. The findings enrich the notion of emotional capital and reveal that teacher engagement in curriculum implementation is an emotionally investing process involving interactions of various engagement dimensions.(c) 2022 Elsevier Ltd. All rights reserved.

引用

页数：12