ESL teachers' emotional experiences, responses and challenges in professional relationships with the school community: implications for teacher education

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Abstract

This chapter begins by arguing that English as a second language (ESL) teachers’ emotional experiences constitute “what teachers feel” and should be an essential part of their teacher cognition. It then argues that ESL teachers’ interactions with the school community, such including students, colleagues and administrators, play a fundamental role in their emotional experiences and in shaping the way ESL teachers do their work. Current research on ESL teacher education is reviewed to demonstrate these links. Moreover, with the support of empirical findings from the literature, the chapter discusses ways in which ESL teachers respond to their emotional experiences and the challenges they face within their professional relationships with the school community. Based on the discussion, the chapter generates implications for ESL teacher education in fostering productive emotional experiences and supporting teachers in dealing with their emotional experiences and the subsequent challenges.

Original languageEnglish
Title of host publicationEmotions in Second Language Teaching
Subtitle of host publicationTheory, Research and Teacher Education
EditorsJuan de Dios Martínez Agudo
Place of PublicationCham Switzerland
PublisherSpringer
Chapter14
Pages243-257
Number of pages15
Edition1st
ISBN (Electronic)9783319754383
ISBN (Print)9783319754376
DOIs
Publication statusPublished - 1 Jan 2018

Keywords

  • Emotional experiences
  • ESL
  • School community
  • Teacher cognition Professional relationships
  • Teacher education Sociocultural theory
  • Teacher emotions

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