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.
This book explores how language teacher emotional responses provide data that can be analyzed and reflected upon and be used as tools to improve personal growth and professional development. The chapters show the potential of emotions to develop emotional literacy, emotional intelligence, emotional agility and regulation and emotional memory.
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This volume offers fresh insights into how emotions reflect and shape language teachers journeys. Rejecting emotion binaries, contributors showcase the potential of diverse teacher emotions to transform teaching practice, foster well-being, and inspire advocacy. This is a welcome resource for advancing compassionate and holistic teacher development. * Matthew T. Prior, Arizona State University, USA * Contributors to this volume make a compelling case for the centrality of emotion in language teacher development, demonstrating why teacher emotions should be regarded as highly valued resources for critical reflection and as tools for personal and professional growth. If you care about language teaching and teachers, you will want to read this book. * Elizabeth R. Miller, University of North Carolina at Charlotte, USA * This groundbreaking collection sheds light on the intricate interplay between teacher emotions, personal growth and professional development. Through diverse theoretical perspectives and in-depth empirical studies, the contributors challenge simplistic understandings of emotions and bring to the fore their transformative potential in language learning and teaching. The book redefines the role of emotions in shaping teacher identity, wellbeing and teaching practices. A must-read for educators, researchers, policymakers, and anyone interested in learning more about how teachers feel! * Christina Gkonou, University of Essex, UK *
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Underscores the need for more emotional reflexivity in language teaching
Contributors
Acknowledgments
Juyoung Song: Foreword
Part 1: 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 2: Teacher Emotions as 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: 'Its 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 3: Teacher Emotions as Professional Development
Chapter
13. Luis Javier Pentón Herrera, Ufuk Kele and Bedrettin Yazan:
Autoethnographic Writing as Professional Development in Language Teacher
Education: Promoting Emotional, Critical and Transformative Self-Reflexivity
Chapter
14. Eva Seidl: A Teachers Emotional Journey Towards Translation- and
Interpreting-Oriented Language Teaching
Chapter
15. Agnieszka Kadonek-Crnjakovi: 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 Chik: Emotional Labor and English
Language Teacher Professional Identity Development: Two Cases from Higher
Education
Peter I. De Costa: Afterword
Index
Mohammad N. Karimi is Professor of Applied Linguistics at Kharazmi University, Iran. His research interests include cognitive aspects of language learning and teaching, second language teacher education and development, teacher cognition, learner beliefs and psychology of language learning and teaching.
Luis Javier Pentón Herrera is Professor at the University of Economics and Human Sciences in Warsaw, Poland and the 2024 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning. His research interests are situated at the intersection of identity, emotions and well-being in language and literacy education, social-emotional learning, autoethnography and storytelling, refugee education and language weaponization.
Behzad Mansouri holds a PhD 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.
