English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study aims to explore Chinese secondary teachers’ emotional patterns and regulation strategies from the perspective of social construction in the context of education reform, known as the new  Gaokao  in Zhejiang province. Through the analysis of qualitative data collected from nine participants’ interviews and reflective journals, this study summarises ascending and descending emotional patterns, and elicits three types of emotional regulation strategies, namely, collective silence, avoidance and self-deception, as well as outpouring in teaching research groups. In line with the social construction of teachers’ emotions, the influence of the centralisation of education, Chinese collectivism and testing traditions on teachers’ emotional patterns and emotional regulation strategies are also discussed. In addition, this study offers practical implications for facilitating Chinese secondary teachers’ adaption to the harsh education reforms of new  Gaokao .

The wolf is coming: how secondary teachers regulate emotional experiences when facing Chinese education reform