Wang, Ruoting (2022) Science Teachers and Students' academic Emotions in Chinese Education Context. Master thesis, Pedagogical and Educational Sciences.
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Abstract
In this study, an international high school in China offering the International Baccalaureate (IB), and American Advanced Placement program (AP) was investigated in order to understand the teaching and learning emotions of science teachers and students during class under the context of international school policies, as well as their attitudes towards international education policies. This study in turn provides recommendations for the reform and innovation of international education policy of China. Online semi-structured interviews with 4 science teachers and 8 students were conducted to obtain the in-depth data. Teachers’ teaching emotions are measured by a modified Teacher Emotions Scale (TES) and students’ learning emotions are measured by a modified Achievement Emotions Questionnaire (AEQ). Atlas.ti 22 was used for this qualitative descriptive analysis. The analysis illustrates that teachers’ teaching emotions and the students’ learning emotions illustrate a reciprocal effect. Most science teachers have a neutral, but not indifferent, attitude towards international education policy. Additionally, the majority of students hold a positive attitude towards the international education policy.
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Minnaert, A.E.M.G. and Hou, S. |
| Degree programme: | Pedagogical and Educational Sciences |
| Differentiation route: | Youth 0-21, Society and Policy [Master Pedagogical and Educational Sciences] |
| Date Deposited: | 25 Jul 2022 07:42 |
| Last Modified: | 25 Jul 2022 07:42 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/1108 |
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