Emotionen von chinesischen Deutschlehrinnen an den Sekundarschulen: Eine ökologische Perspektive

Abstract

Teacher emotions play a central role in foreign language education. Since German was incorporated into the curricula of Chinese secondary schools in 2018, the number of German teachers has increased. However, while the emotions of English teachers have been extensively studied, those of German teachers have received little attention. This study examines the emotions of three German teachers at Chinese secondary schools using interview and diary data, analyzed through the lens of ecological systems theory (Bronfenbrenner, 2005). The findings reveal: 1) the participants' emotions are dynamic and complex; 2) family and research-related demands contribute to heightened emotional strain; and 3) multidimensional factors, such as teacher identity, student interaction, family-school relationships, and educational policies, play a role. Finally, an "emotional ecological system" is developed, and implications for the professional development of German teachers are discussed.