Previously, most studies in this area have focused on the reciprocal effects of language teachers’ emotions, identity, well-being and agency, with emotions often being portrayed as consequential entities. However, this book advances the field by exploring specifically how language teacher emotions can be used as tools for personal and professional development. The authors provide empirical, theoretical, conceptual and practical contributions which demonstrate how emotional responses provide data that can be analyzed and reflected upon and how emotions can be seen not as occurrences that are suffered, but as actions, judgments, choices, responsibilities and data that can be used to improve personal growth and professional lives. The chapters shed light on the potential of emotions as tools for teachers’ personal and professional development, such as, but not limited to, emotional literacy, emotional intelligence, emotional agility and regulation, emotional memory and self-exploratory and self-reflective inquiries.
Cuprins
Juyoung Song: Foreword
Part I: Establishing Teacher Emotions as Personal and Professional Development
Chapter 1. Mohammad N. Karimi, Luis Javier Pentón Herrera, and Behzad Mansouri: Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics
Chapter 2. Luis Javier Pentón Herrera, and Anna Becker: Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied Linguistics
Chapter 3. Juyoung Song: Language Teacher Emotion as Critical Inquiry for Professional Development and Personal Growth
Chapter 4. Pamela Kimario, Ruth Harman, Shuang Fu, and Elizabeth W. Mutunga: Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional Development
Chapter 5. Mohammad N. Karimi, Marzieh Khazraie, and Behzad Mansouri: A Review-Based Model of the Interactions of Emotions, Psychological Well-being, and Personal/Professional Development Among Language Teachers
Chapter 6. Mostafa Nazari: The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting, and Expression of Genuine Emotions
Chapter 7. Julia Goetze: Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs
Part II: Teacher Emotions and Personal Development
Chapter 8. Zia Tajeddin, and Maedeh Valamohammadi: Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family, and Teaching Experience
Chapter 9. Mikel Gartziarena, Artzai Gaspar, and Nerea Villabona: Pre-service Teachers’ Emotions, Attitudes, and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque Country
Chapter 10. Liv H. Detwiler, and James Coda: “It’s Never Finished”: A Duoethnographic Retracing of our Becoming as Language Educators
Chapter 11. Takaaki Hiratsuka: Confronting Depression as an ALT in Japan
Chapter 12. Eduardo Castro: We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in Brazil
Part III: Teacher Emotions and Professional Development
Chapter 13. Luis Javier Pentón Herrera, Ufuk Keleş, and Bedrettin Yazan: Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical, and Transformative Self-Reflexivity
Chapter 14. Eva Seidl: A Teacher’s Emotional Journey Towards Translation- and Interpreting-Oriented Language Teaching
Chapter 15. Agnieszka Kałdonek-Crnjaković: Working with Language Learners with ADHD-like Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional Development
Chapter 16. Jacob Rieker: Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective
Chapter 17 Sarah Louise Mason, and Alice Chick: Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher Education
Afterword. Peter I. De Costa
Despre autor
Behzad Mansouri holds a Ph.D. in Curriculum and Instruction from the University of Alabama, Tuscaloosa, USA and is currently a Program Evaluator and Research Specialist at Lakeshore Foundation, an internationally recognized non-profit organization with the mission of promoting advocacy and inclusion for individuals with disabilities.
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