Related references
Note: Only part of the references are listed.
Article
Education & Educational Research
Henrik Lindqvist et al.
Summary: This study investigates the emotional challenges that new teachers face during their transition from teacher education to beginning to teach. The study identifies three main emotional phases that new teachers experience and explores the coping strategies used during each phase.
RESEARCH PAPERS IN EDUCATION
(2023)
Article
Education & Educational Research
Mostafa Nazari et al.
Summary: This study investigates translanguaging-inflected emotion labor of eight Iranian English-L2 teachers in a private language school. The findings suggest that the teachers' translanguaging practice and emotion labor interact in three dimensions: (1) translanguaging as proficiency-inflected emotion work, (2) translanguaging as a face-saving emotional undertaking, and (3) translanguaging as a multifaceted emotion-bearing policy. The study reveals that the teachers engaged in changing, masking, and expressing emotions, which created conflicts and affordances for their internal sense-making and external manifestations of emotions relative to translanguaging practices. Implications for teacher educators, policymakers, and teachers are provided to appropriately utilize translanguaging based on contextual discourses to positively contribute to teachers' emotional career.
JOURNAL OF LANGUAGE IDENTITY AND EDUCATION
(2023)
Article
Education & Educational Research
Mostafa Nazari et al.
Summary: Over the past decades, research has shown increasing interest in the engagement of language teachers in action research (AR) and emotion labor, but very little research has focused on the intersection of these two areas in language teacher professional development. This study fills this gap by examining how Iranian English language teachers used emotion labor for professional development within an AR project. Data collection included reflective journals, classroom observations, postclass discussions, and interviews conducted at two different time points. The findings indicate that the teachers utilized AR as a means to bridge the gap between their internal emotions and external expectations, gradually adopting the identity of a teacher-researcher through the affordances provided by emotion labor. Additionally, the teachers retrospectively developed emotional learning, which enhanced their response to institutional expectations in the short term and the professional discourses of teaching in the long term. The conclusion highlights implications for teacher education to better understand the role of emotions in AR and how emotion labor can be utilized for AR-induced professional development.
Article
Education & Educational Research
Ozgehan Ustuk et al.
Summary: This study examines how teacher candidates navigate tensions in their identity work through a dialogue-based practicum course. Using a Bakhtinian approach to teacher identity, the researchers found that both candidates utilized the dialogues constructed through identity-oriented activities to construct their internally persuasive discourses and guide their practice. The findings highlight the importance of recognizing and negotiating tensions in teacher identity formation.
Article
Education & Educational Research
Robert Thornberg et al.
Summary: This study explored the relationship between different motives for entering teacher education, coping strategies in distressful situations during teacher training, and teacher efficacy among student teachers. A total of 517 Swedish student teachers completed a questionnaire. The findings from multivariate regression analysis revealed that student teachers with higher scores in intrinsic and altruistic motives, cognitive restructuring, and lower scores in self-criticism tended to exhibit greater teacher efficacy.
EUROPEAN JOURNAL OF TEACHER EDUCATION
(2023)
Article
Education & Educational Research
Sarah Hopkyns et al.
Summary: This article explores the complex emotions arising from English-medium education in multilingual university settings (EMEMUS). It discusses the affordances and pressures that English-medium instruction (EMI) brings to students, as well as the emotional labor involved for university teachers in navigating EMEMUS. The article argues for greater recognition of stakeholders' emotional labor and sociolinguistic lived realities in EMI.
LINGUISTICS AND EDUCATION
(2023)
Article
Education & Educational Research
Mostafa Nazari et al.
Summary: This qualitative study used a phenomenographic-narrative approach to investigate the connection between English language teachers' perspectives, emotions, and identities. The findings revealed that teachers associated their emotions with personal-psychological, pedagogical, and institutional factors that shaped their own emotions and identities. Additionally, the teachers narrated stories that were perceived as dynamically shaping their identities through reflective experiences. The study provides implications for the relationship between language teachers' cognitions and emotions, and their role in identity construction.
INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS
(2023)
Article
Education & Educational Research
Anniina Holappa et al.
Summary: This article explores the emotional dimension of student teachers' identities through narrative interviews with self-portraits, highlighting the significance of vulnerability in their identity construction. Student teachers described moments of feeling unsuited to being a teacher, showing vulnerability in relation to themselves, others, and cultural teacher stories. The use of self-portraits in telling stories can help understand the emotional dimension of student teachers' narrative identities.
SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH
(2022)
Article
Psychology, Multidisciplinary
Zehang Chen et al.
Summary: This study explores the reciprocal interaction between emotions and professional identity in student-teachers. The findings suggest that course-related factors trigger emotional experiences in student-teachers, and these emotions play a crucial role in the development of their professional identities. The implications of these findings for initial teacher education programs are discussed.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Education & Educational Research
Juyoung Song
Summary: This autoethnography explores the emotions experienced by the author in online teaching, particularly focusing on vulnerability and the challenges faced in terms of social interactions, student participation, and identity. The author reflects on their own vulnerability and its impact on their teacher identity, as well as the importance of emotional reflexivity for personal growth and professional transformation.
Article
Education & Educational Research
Sedigheh Karimpour et al.
Summary: This study examines the role of religious ideology in Iranian English language teachers' identity construction. It finds that religious ideology shapes teachers' identity through the selection of teaching materials, institutional relationships, and conflicts between normative and personalized ideologies.
ASIA-PACIFIC EDUCATION RESEARCHER
(2022)
Article
Education & Educational Research
Mostafa Nazari et al.
Summary: This study, grounded in activity theory, explores the role of emotion labor in Iranian English language teachers' identity construction. The findings show that teachers' emotion labor and identity construction are shaped by institutional particularities, including managing conflicts in subjectivity and adopted identities, dealing with tensions in caring for students and assigned identities, and aligning agency with resisted identities.
Article
Education & Educational Research
Juyoung Song
Summary: This study examines a preservice teacher's emotional responses during internship teaching, revealing her struggles with discrepancies between theory and reality, as well as unfair practices towards English learners. The student teacher's efforts to manage emotions, remain sensitive towards negative attitudes, and engage in deep emotional reflection contributed to her emotional and professional growth. The findings suggest that understanding one's emotions in relation to teaching can problematize practices and shape teacher identity in teacher education.
Editorial Material
Education & Educational Research
Gary Barkhuizen et al.
Summary: This article introduces a special-topic issue that revisits methodology in narrative inquiry, highlighting critical issues and offering a review of contributions within a framework of 'core dimensions'. It provides an innovative perspective on key methods in narrative inquiry in language learning and teaching, encouraging methodological investment through creative, reflexive, and ethical considerations.
Article
Education & Educational Research
Hayriye Kayi-Aydar
Summary: Positioning Theory focuses on how individuals are positioned in interactions and narratives. This paper offers an analytic framework for identifying and analyzing positions in narrated story lines, consisting of three layers of analysis: story lines and positions, relational positioning categories, and social consequences. Such a framework is essential for establishing trustworthiness in positioning studies and analyzing identity work in narrated story lines.
Review
Education & Educational Research
Filomena Rodrigues et al.
EDUCATIONAL RESEARCH REVIEW
(2019)
Article
Education & Educational Research
Youmen Chaaban et al.
TEACHING AND TEACHER EDUCATION
(2017)
Article
Education & Educational Research
Juyoung Song
Article
Education & Educational Research
Gary Barkhuizen
Article
Education & Educational Research
Mari Haneda et al.
Review
Education & Educational Research
Minna Uitto et al.
TEACHING AND TEACHER EDUCATION
(2015)
Article
Education & Educational Research
Janne Pietarinen et al.
TEACHING AND TEACHER EDUCATION
(2013)
Article
Education & Educational Research
Elaine Sharplin et al.
TEACHING AND TEACHER EDUCATION
(2011)
Article
Education & Educational Research
Gary Barkhuizen et al.
Article
Education & Educational Research
Xuesong Gao
TEACHING AND TEACHER EDUCATION
(2008)
Article
Education & Educational Research
S Lasky
TEACHING AND TEACHER EDUCATION
(2005)