曾国权 讲师
研究领域：教师工作和情感、学校领导和管理
Email：kktsang@bnu.edu.cn
地 址：北京市海淀区新街口外大街19号北京师范大学教育学部（100875）
基本信息
外部链接：https://bnu.academia.edu/KwokKuenTsang



教育背景
2010-2014 香港大学哲学博士 (Ph.D.)
2007-2009 香港城市大学应用社会学硕士
2006-2007 Sheffield Hallam University应用社会科学学士
2004-2006 香港城市大学应用社会科学副学士



工作经历
现职 北京师范大学教育管理学院副教授
8/2017-1/2018 明爱专上学院社会科学院助理教授兼社区研究课程统筹
1/2018-5/2018 香港城市大学应用社会科学系兼职讲师
9/2016-8/2017 香港中文大学教育学院博士后研究员
3/2015-9/2016 明爱专上学院社会科学院助理教授
8/2014-1/2015 香港科技专上学院助理讲师
8/2009-8/2010 香港大学专业进修学院助理研究员
9/2007-8/2009 岭南中学教学助理


获奖情况
2017 Outstanding Reviewer Award, Teaching and Teacher Education
2017 Recognized Reviewer Award, Teaching and Teacher Education
2007-2008 Outstanding Academic Papers by Students, The City University of Hong Kong

学术成果
Book
1.Tsang,K. K.(forthcoming). Teachers’Work and Emotions: A Sociological Analysis. London: Routledge.
Journal articles
1.Tsang,K. K.,& Jiang, L. (forthcoming). Positive Emotional Experiences in Teaching,Teacher Identity, and Study Behaviors: A Symbolic Interactionalist Perspective.Schools: Studies in Education.
2.Tsang,K. K.(2018). Teachers as Disempowered and Demoralised Moral Agents: School BoradManagement and Teachers in Hong Kong. British Journal of Educational Studies,DOI: 10.1080/**.2018.**. (SSCI Impact Factor₂₀₁₇= 2.295)
3.Tsang,K. K.(2018). Teacher Alienation in Hong Kong. Discourse: Studies in the CulturalPolitics of Education, 39 (3), 335-346. doi: 10.1080/**.2016.**.(SSCI Impact Factor₂₀₁₆ = 1.496)
4.Tsang,K. K.,& Kwong, T. L. (2017). Teachers’ Emotions in the Context of EducationReform: Labor Process Theory and Social Constructionism. British Journal ofSociology of Education, 38 (6), 841-855. doi:10.1080/**.2016.**. (SSCI Impact Factor₂₀₁₆ = 1.324)
5.Tsang,K. K.,& Kwong, T. L. (2016). Emotional Experience of Caam2 in Teaching: Power andInterpretation of Teachers’ Work. Frontiers in Psychology, 7:1400. doi:10.3389/fpsyg.2016.01400 (SSCI Impact Factor₂₀₁₅ = 2.463)
6.Tsang,K. K.,& Liu D. (2016). Teacher Demoralization, Disempowerment, and SchoolAdministration. Qualitative Research in Education, 5 (2), 200-225.doi:10.17583/qre.2016.1883.
7.Tsang,K. K.(2016). A Theoretical Analysis of Chinese Ingratiation. Journal of SocialSciences, 12 (1), 55-63. doi: 10.3844/jssp.2016.55.63.
8.Tsang,K. K.(2015). Sociological Research on Teachers’ Emotions: Four Approaches and theShared Themes. Journal of Sociological Research, 6 (2), 150-168. doi:10.5296/ jsr.v6i2.8749.
9.Tsang,K. K.(2015). The Purpose of Teaching and Teacher Experience: A Preliminary Analysisof Qualitative Research in Progress. Alberta Journal of Educational Research,61 (1), 103-105.
10. Tsang, K.K.(2014). A Review of Current Sociological Research on Teachers’ Emotions: TheWay Forward. British Journal of Education, Society & Behavioural Science,4 (2), 241-256.
11. Tsang,K. K. (2013).Teacher Emotions: Sociological Understandings. Research Studies in Education,11, 127-143.
12. Ting,K. N, Tsang, K. K, & Lian, L. (2013). Acculturation Strategies,Social Support, and Cross-cultural Adaptation: A Mediation Analysis. AsiaPacific Education Review, 14 (4), 593-601. doi: 10.1007/s12564-013-9285-6. (SSCIImpact Factor₂₀₁₃: 0.375)
13. Tsang,K. K.,Ng, T. K., & Wang, Y. (2013). Ingratiation, Renqing, Mianzi and Attraction:A Guanxi Perspective. Scientific Journal of Pure and Applied Sciences, 2(2), 95-105.
14. Tsang,K. K. (2012).The Use of Midpoint on Likert Scale: The Implications for Educational Research.Hong Kong Teachers’ Centre Journal, 11, 121-130.
15. Tsang,K. K.(2012). Emotion Management of Teaching: Conflict Theory and SymbolicInteractionism. New Horizons in Education, 60 (2), 83-94.
16. Tsang,K. K.(2011). Evaluation of the Effectiveness of Teachers in a Hong Kong SecondarySchool. Research Studies in Education, 9, 121-138.
17. Tsang,K. K. (2011).Emotional Labor of Teaching. Educational Research, 2 (8), 1312-1316.
18. 曾国权 (2011)。关系动态过程理论框架的建构。社会，31 (4)，96-115。 (CSSCI)
19. Lian,Y., & Tsang, K. K. (2010). The Impacts of Acculturation Strategiesand Social Support on the Cross-Cultural Adaptation of Mainland ChineseStudents in Hong Kong. Educational Research Journal, 25 (1), 81-102.
20. 曾国权、连溢 (2010)。新高中通识科应如何培养学生的多角度和批判思考？香港教师中心学报，9，89-95。
21. 曾国权、连溢 (2010)。逢迎行为对香港青少年的人际吸引和人际关系之影响。青年研究学报，13 (2)，165-177。
22. Tsang,K. K. (2009).Three Approaches to Understanding and Investigating the Conceptof School Culture and School Culture Phenomena: Implications to SchoolImprovement and School Effectiveness. Hong Kong Teachers’ Centre Journal,8, 86-105.
23. Tsang,K. K. (2009).School Social Capital and School Effectiveness. Education Journal, 37(1-2), 119-136.
24. 曾国权 (2009)。「关系」理论下的华人逢迎行为。香港社会科学学报，37，39-73。
25. Tsang,K. K.(2009). Ingratiation among Hong Kong Youth. International Journal ofAdolescence and Youth, 15, 277-288.
Book chapters
1.Tsang,K. K.,& Jiang, L. (2018). Sociological Understandings of Teachers’ Emotions inSecond Language Classrooms in the Context of Education/Curricular Reforms:Directions for Future Research. In J. D. M. Agudo (ed.), Emotions in SecondLanguage Teaching: Theory, Research and Teacher Education (pp.73-90).Badajoz: Springer.
2.Tsang,K. K. (2017).Exploring Teachers’ Work and Emotional Experiences in Hong Kong: A QualitativeStudy. In A. M. Columbus (ed.), Advances in Psychology Research (pp.127-157).New York: Nova Publishers.
3.Ng,T. K., Wang, K. W. C., Lian, Y., & Tsang, K. K. (2014). Themoderating effects of acculturation strategies on the relationship betweensocial support from host nationals and sociocultural adaptation. In J. Merton(ed.), Acculturation: Psychology, Processes and Global Perspectives (pp.205-220). New York: Nova Publishers.
Conferencepresentation
1.Tsang,K. K. (19-20^thMay, 2018). Photovoice Research Method: The Potential Contributions toEducational Administration. Paper presented in the 4^th BNU-HKUForum (Beijing).
2.Tsang,K. K.(16-18^th July 2016). Teachers’ Emotions in the Context ofEducation Reform: Labor Process Theory and Social Constructionism. Paperpresented in the IAFOR International Academic Forum on City 2016 (Barcelona).
3.Tsang,K. K.(13-15^th August 2015). Caam3: The Negative Emotional Experiencesof Teachers in Hong Kong. Paper presented in the Oxford Education ResearchSymposium (Oxford).
4.Tsang,K. K.(18-21^st April 2014). The Emotional Experiences of LanguageTeachers in Hong Kong: The Cause of Their Unhappiness. Paper presented inThe Asian Conference on Language Learning 2014 (Osaka, Japan)
5.Tsang,K. K. (28^thFebruary-1^st March 2014). Hong Kong Teachers’ EmotionalExperiences in the Context of Education Reforms. Paper presentedin the Comparative Education Society of Hong Kong (CESHK) Annual Conference 2014. (HongKong)
6.Tsang,K. K.(6-7^thDecember, 2013) Teachers’ Emotional Experiences in a Changing Time.Paper presented in the Hong Kong Sociological Association 15^thAnnual Conference. (Hong Kong)
7.Tsang,K. K. (23^rdFebruary,2013)Teachers’ Work and Emotions in Hong Kong Secondary School Context. Paperpresented in the Comparative Education Society of Hong Kong (CESHK) AnnualConference 2013. (Hong Kong)
8.Tsang,K. K.(May,2012).Teachers’ Emotional Experiences at Work in Hong Kong: Preliminary Findings.Paper presented in the Postgraduate Research Conference 2011-2012 (Hong Kong)
9.曾国权 (2011年10月7-1日)。关系理论和关系研究的问题。第七届社会网暨关系管理研究年会，上海。
10. Tsang,K. K. (2010, December). Evaluating a Secondary School’s Teacher Effectivenessin Hong Kong. Paper presented in the Postgraduate Research Conference 2010-2011(Hong Kong)
Book review
1.中国人的关系原理 : 时空秩序、生活欲念及其流变，翟学伟，北京大学出版社，香港社会科学学报(2012).
2.KnowledgePower: Interdisciplinary Education for a Complex World, Alan Wilson, Routledge,2010, in International Journal of Continuing Education & LifelongLearning (2010).