Language Teachers’ Emotional Dynamics in Technology-Based Contexts

Beschreibung

This book introduces two significant, yet under-connected issues: emotions and technology-related experiences, that are currently of immense importance in language teachers’ professional work, and fills the gap in scholarship on language teachers’ emotions in digital settings. It contributes to this line of thinking and research by bringing together theoretical and empirical studies that cover a wide range of contexts in terms of international readership. In this regard, emotions are defined in terms of how they relate to various different dimensions of teachers’ professionalism, such as identity, agency, social and cultural capitals, motivation, self-efficacy, and across the range of synchronous and asynchronous settings in which teachers are positioned. Such a perspective embraces how researchers from different countries and across diverse educational levels (including pre-service, in-service, private, English for academic purposes, higher education) view emotions and their roles in teachers’ professional performances. Of particular interest to readers in this book is how researchers connect emotions to teachers’ technology-related professional experiences in light of established theoretical frameworks.

This book introduces two significant, yet under-connected issues: emotions and technology-related experiences, that are currently of immense importance in language teachers’ professional work, and fills the gap in scholarship on language teachers’ emotions in digital settings. It contributes to this line of thinking and research by bringing together theoretical and empirical studies that cover a wide range of contexts in terms of international readership. In this regard, emotions are defined in terms of how they relate to various different dimensions of teachers’ professionalism, such as identity, agency, social and cultural capitals, motivation, self-efficacy, and across the range of synchronous and asynchronous settings in which teachers are positioned. Such a perspective embraces how researchers from different countries and across diverse educational levels (including pre-service, in-service, private, English for academic purposes, higher education) view emotions and their roles in teachers’ professional performances. Of particular interest to readers in this book is how researchers connect emotions to teachers’ technology-related professional experiences in light of established theoretical frameworks.

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Mostafa Nazari

Themen in »Language Teachers’ Emotional Dynamics in Technology-Based Contexts«

English language teachers’ emotions Language teachers’ experiences in digital settings language teachers’ emotions in online settings language teachers’ emotions in offline settings language teacher agency and emotions in digital contexts language teacher identity and emotions in digital contexts Language teacher motivation and emotions in digital contexts ‘Social Presence’ in online courses Language teachers’ identity construction in online setting Emotional capital in online teaching

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