A narrative inquiry into a rural teacher's emotions and identities in China: through a teacher knowledge community lens

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,...

Full description

Saved in:
Bibliographic Details
Published in:Teachers and teaching, theory and practice theory and practice, 2019-11, Vol.25 (8), p.918-936
Main Authors: Li, Jing, Craig, Cheryl J.
Format: Article
Language:English
Subjects:
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2019.1652159