Teacher emotion is a topic of increasing interest in the fields of applied linguistics and TESOL. Bringing together cutting-edge research from an international team of renowned scholars, this book provides a collection of studies that explore this fascinating topic from an extensive range of contexts and perspectives. The volume includes real case studies from educators around the world, providing a fully global overview of teacher emotions. Through linking emotions to personal experiences, identities, and the daily work of language teacher educators, the book provides unique and interesting insights into the professional life of teacher educators. Novel and engaging, this edited collection fosters further debate on the flourishing area of teacher emotion in language education. It is essential reading for researchers and teacher educators in the fields of TESOL and applied linguistics, as well as both early-career and experienced educators, who want to examine the emotional side of their professional work.
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Bringing together cutting-edge research from renowned scholars, this book explores teacher emotion in a wide range of different contexts.
Foreword Ana Maria Ferreira Barcelos; Introduction Peter I. De Costa and
Mostafa Nazari; Part I. Emotion Labor in Teacher Educator Professionalism:
1.
The role of emotion labor in the reconstruction of a teacher educator's
supervisor identity Kenan Dikilita;
2. The tangle of human conflicts:
narratives of emotions and emotion labour of transnational language teacher
educators Sarah Hopkyns;
3. Linguistic shame and emotional labour of Sri
Lankan English language teacher educators Indika Liyanage, Hashini Abeysena
and Yuwei Tang; Part II. Self-Studying Emotions;
4. Innovations for
peacebuilding in the practicum: a self-exploration of a language teacher
educator's emotions María Matilde Olivero;
5. Pedagogies of empathy and
discomfort during mentorship: tensions between professional development and
ethical concerns Juyoung Song;
6. A collaborative autoethnography of language
teacher educators' emotions, identity, and agency Aslhan Ylmaz and
Bedrettin Yazan; Part III. Emotions at the Intrapersonal-Interpersonal Level:
7. Well-being and regulation strategies of language teacher educators on
teaching English to speakers of other languages programmes in neoliberalised
private higher education Bolormaa Shinjee, Shaila Sultana and Sender Dovchin;
8. English language teaching reform in Vietnam from the perspective of
teacher educators' emotions Son Van Nguyen and Chinh Duc Nguyen;
9. Loving
life in class, tolerating the institution: the interplay of the psychological
and social factors in language teacher educator emotions Dávid Smid, Sarah
Mercer, Carlos Murillo-Miranda and Su Yon Yim;
10. A glimpse into the
emotional regulation of language teacher educators: voices from Jiaoyanyuan
in China Hong Zhang, Kailun Wang, and Rui Yuan; Afterword Sara Hillman.
Peter I. De Costa is Professor in the Department of Linguistics, Languages and Cultures and the Department of Teacher Education at Michigan State University. He is the co-editor of TESOL Quarterly and the immediate past president of the American Association for Applied Linguistics. Mostafa Nazari is Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong. His research focuses on language identities and language teacher emotion. He is an editorial board member of TESOL Quarterly.
