1 Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics

Chapters in this book

1. Frontmatter i
2. Dedication v
3. Contents vii
4. Contributors xi
5. Acknowledgments xix
6. Foreword: Nexus between Research and Practice on Language Teacher Emotions xxi
7. Part 1 Establishing Teacher Emotions as Personal and Professional Development
8. 1 Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics 1
9. 2 Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied Linguistics 15
10. 3 Language Teacher Emotion as Critical Inquiry for Professional Development and Personal Growth 31
11. 4 Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional Development 44
12. 5 A Review-Based Model of the Interactions of Emotions, Psychological Well-Being and Personal/ Professional Development Among Language Teachers 66
13. 6 The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting and Expression of Genuine Emotions 99
14. 7 Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs 111
15. Part 2 Teacher Emotions as Personal Development
16. 8 Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family and Teaching Experience 133
17. 9 Pre-Service Teachers’ Emotions, Attitudes and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque Country 154
18. 10 ‘It’s Never Finished’: A Duoethnographic Retracing of Our Becoming as Language Educators 175
19. 11 Confronting Depression as an ALT in Japan 193
20. 12 We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in Brazil 208
21. Part 3 Teacher Emotions as Professional Development
22. 13 Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical and Transformative Self-Reflexivity 229
23. 14 A Teacher’s Emotional Journey towards Translation- and Interpreting-Oriented Language Teaching 247
24. 15 Working with Language Learners with ADHDlike Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional Development 260
25. 16 Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective 280
26. 17 Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher Education 301
27. Afterword: Aligning Theory, Methodology and Pedagogy in Language Teacher Emotion Work: Recent Developments and Future Possibilities 321
28. Index 328