Abstract
Over the past decade, a growing number of qualitative studies have emphasized the importance of contextualizing teachers’ experiences to understand their emotions and identities. However, despite the prevalence of emotional behaviours in the profession, there has been only limited research on kindergarten teachers, with most studies focusing on primary or secondary schools. This study aimed to address this gap by using the third generation of the cultural–historical activity theory (CHAT) framework to uncover contextual factors that influence Chinese kindergarten teachers’ emotional experiences and identity construction. The study utilized individual semi-structured interviews as the primary data collection method. The findings revealed two activity systems that described situational factors in teachers’ identity formation processes: the classroom activity system and the non-teaching-related activity system. By shedding light on the complex interplay of factors that shape teachers’ emotions and identities, this study provides valuable insights into the challenges and opportunities that teachers face in their professional roles.
Author Information
Simiao Pan, The Chinese University of Hong Kong, Hong Kong SAR
Suzannie Kit-Ying Leung, The Chinese University of Hong Kong, Hong Kong SAR
Sally Wai-Yan Wan, The Chinese University of Hong Kong, Hong Kong SAR
Paper Information
Conference: ECE2023
Stream: Professional Training
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Pan S., Leung S., & Wan S. (2023) Investigating Chinese Kindergarten Teachers’ Emotions and Identities Through Activity System Analysis ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.58
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.58
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