Supporting data for "English Teachers’ Emotions and Identity in Rural Primary Schools in Mainland China: A Critical Narrative Ethnographic Study"

The present study aims to explore the complexities and multiplicities of rural English teachers’ emotional experiences in mainland China.  My employment of data generation strategies, including the emotion diary, conversations, participant observation, and document collection was not to simplify participants’ understanding of their emotional experiences to mere cultural patterns and values but to account for the messiness of the three teachers’ emotional experiences. This was in line with the critical narrative ethnographic approach I adopted, which assumes that teachers engage in messy processes of meaning making of their emotional experiences being shaped by and shaping social practice. This datasets contains nine audio recordings of conversations (each lasts 2 to 2.5 hours), conversation transcripts (about 200pages),  emotion diary entries (57entries),  participant observations (353pages) and collected documents(20pages).

本研究旨在深入探讨中国大陆农村英语教师在情感体验方面的复杂性和多样性。本研究采用的数据生成策略包括情感日记、对话、参与者观察和文献收集，其目的并非将参与者的情感体验简化为单纯的文化模式与价值观，而是旨在捕捉三位教师情感体验的复杂性与混沌状态。这一研究方法与我所采纳的批判性叙事民族志方法相契合，该方法假定教师在构建自身情感体验的过程中，既受社会实践的影响，亦对社会实践产生影响。本数据集包含九段时长为2至2.5小时的对话音频记录、约200页的对话转录文本、57篇情感日记记录、353页的参与者观察报告以及20页的收集文献。