Emotions inspire transformation: delving into EFL teachers' emotions and professional identities
Yükleniyor...
Dosyalar
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
FRONTIERS MEDIA SA
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Emotions are increasingly recognized as central to the teaching and learning process, particularly in the context of language education. This study aimed to explore the intricate relationship between emotional experiences of language teachers and their evolving professional identities. Drawing on the theoretical frameworks of teacher emotions and identity, the research addresses the shift from cognitive to sociocultural and critical perspectives in studies about language teachers' emotions. Situated in a Turkish university context, the study involved semi-structured interviews and narratives from seven English language teachers. Participants shared insights into their emotional experiences, professional development, and challenges encountered in institutional and cultural settings. Thematic reflexive analysis revealed three main themes: (1) navigating emotional diversity, (2) dealing with emotional diversity and regulation, and (3) emotional alignment. The results revealed the complex and dialogic nature of the relationship between teacher emotions and identity, which points the need for emotionally supportive professional environments. This study contributes to a broader understanding of identity work as an emotional process, offering implications for teacher education and well-being in language teaching contexts.
Açıklama
Anahtar Kelimeler
EFL teachers’ emotions, professional identity, emotional diversity, emotional regulation, emotional alignment
Kaynak
FRONTIERS IN EDUCATION
WoS Q Değeri
Q2
Scopus Q Değeri
Cilt
10
Sayı
Künye
Dağtaş, A., & Zaimoğlu, S. (2025, October). Emotions inspire transformation: delving into EFL teachers’ emotions and professional identities. In Frontiers in Education (Vol. 10, p. 1684188). Frontiers Media SA.
