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

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

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

Cite this

Nguyen, M. H. (2018). ESL teachers' emotional experiences, responses and challenges in professional relationships with the school community: implications for teacher education. In J. D. D. Martínez Agudo (Ed.), Emotions in Second Language Teaching: Theory, Research and Teacher Education (1st ed., pp. 243-257). Cham Switzerland: Springer. https://doi.org/10.1007/978-3-319-75438-3_14
Nguyen, Minh Hue. / ESL teachers' emotional experiences, responses and challenges in professional relationships with the school community : implications for teacher education. Emotions in Second Language Teaching: Theory, Research and Teacher Education. editor / Juan de Dios Martínez Agudo. 1st. ed. Cham Switzerland : Springer, 2018. pp. 243-257
@inbook{aea57e4f41014ebab704410a94c3b9f6,
title = "ESL teachers' emotional experiences, responses and challenges in professional relationships with the school community: implications for teacher education",
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.",
keywords = "Emotional experiences, ESL, School community, Teacher cognition Professional relationships, Teacher education Sociocultural theory, Teacher emotions",
author = "Nguyen, {Minh Hue}",
year = "2018",
month = "1",
day = "1",
doi = "10.1007/978-3-319-75438-3_14",
language = "English",
isbn = "9783319754376",
pages = "243--257",
editor = "{Mart{\'i}nez Agudo}, {Juan de Dios}",
booktitle = "Emotions in Second Language Teaching",
publisher = "Springer",
edition = "1st",

}

Nguyen, MH 2018, ESL teachers' emotional experiences, responses and challenges in professional relationships with the school community: implications for teacher education. in JDD Martínez Agudo (ed.), Emotions in Second Language Teaching: Theory, Research and Teacher Education. 1st edn, Springer, Cham Switzerland, pp. 243-257. https://doi.org/10.1007/978-3-319-75438-3_14

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

Emotions in Second Language Teaching: Theory, Research and Teacher Education. ed. / Juan de Dios Martínez Agudo. 1st. ed. Cham Switzerland : Springer, 2018. p. 243-257.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

TY - CHAP

T1 - ESL teachers' emotional experiences, responses and challenges in professional relationships with the school community

T2 - implications for teacher education

AU - Nguyen, Minh Hue

PY - 2018/1/1

Y1 - 2018/1/1

N2 - 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.

AB - 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.

KW - Emotional experiences

KW - ESL

KW - School community

KW - Teacher cognition Professional relationships

KW - Teacher education Sociocultural theory

KW - Teacher emotions

UR - http://www.scopus.com/inward/record.url?scp=85046729503&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-75438-3_14

DO - 10.1007/978-3-319-75438-3_14

M3 - Chapter (Book)

SN - 9783319754376

SP - 243

EP - 257

BT - Emotions in Second Language Teaching

A2 - Martínez Agudo, Juan de Dios

PB - Springer

CY - Cham Switzerland

ER -

Nguyen MH. ESL teachers' emotional experiences, responses and challenges in professional relationships with the school community: implications for teacher education. In Martínez Agudo JDD, editor, Emotions in Second Language Teaching: Theory, Research and Teacher Education. 1st ed. Cham Switzerland: Springer. 2018. p. 243-257 https://doi.org/10.1007/978-3-319-75438-3_14