Beyond Silence: Exploring Chinese Preschool Teachers’ Emotional Experiences in an Emotion-focused Professional Development Program 

• In Event: Exploring the Evolution of Professional Learning Communities Within Chinese Cultural Contexts

Abstract

In-service professional development (PD) programs are increasingly embedded in preschool teachers’ daily work, yet little is known about teachers’ emotional experiences in this context. Addressing this gap, this study aims to explore how Chinese preschool teachers construct emotional experiences in an emotion-focused PD program. Grounded in emotional labor theory, this ethnographic case study collected data from observations with fieldnotes and refelctive journal, interviews and artefacts. Findings reveal how teachers move beyond silence, transforming through surface acting under power constraints, genuine emotional expression in safe spaces and deep acting toward professional growth. It highlights the dynamic nature of teachers’ emotional labor in PD contexts, offering insights into the design of emotionally supportive PD programs that enhance preschool teachers’ professional development.

Authors

• Jiaxuan Lian, The Chinese University of Hong Kong

• Yitong Jiang, The Chinese University of Hong Kong

• Hongbiao Yin, The Chinese University of Hong Kong