The Role of Emotions in Teacher Agency: A Study of Mexican English Language Educators
PROFILE Issues in Teachers Professional Development,
Год журнала:
2025,
Номер
27(1), С. 67 - 82
Опубликована: Янв. 13, 2025
This
exploratory
study
examines
the
link
between
emotions
and
teacher
agency
across
different
geographical
contexts.
Semi-structured
interviews
life
stories
were
used
analyzed
through
Hargreaves’
emotional
geography
framework.
The
findings
reveal
that
significantly
influence
teachers’
ability
to
manage
classroom
dynamics
implement
positive
changes.
research
underscores
importance
of
empathy,
ethics,
conflict
resolution
in
building
strong
student
relationships
supportive
learning
environments.
It
advocates
for
integrating
intelligence,
ethical
decision-making
into
language
education
programs
enhance
development
promote
more
inclusive,
effective
educational
settings.
Язык: Английский
Emotion and Agency in Building a LOTE Teacher’s Research-Teaching Nexus
System,
Год журнала:
2025,
Номер
unknown, С. 103601 - 103601
Опубликована: Янв. 1, 2025
Язык: Английский
The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review
Teaching and Teacher Education,
Год журнала:
2025,
Номер
158, С. 104967 - 104967
Опубликована: Фев. 20, 2025
Язык: Английский
Western-trained Vietnamese teachers’ EFL writing instruction: A collaborative autoethnography of tensions, emotion, and agency from an activity theoretical perspective
Journal of Second Language Writing,
Год журнала:
2024,
Номер
65, С. 101132 - 101132
Опубликована: Июль 27, 2024
In
response
to
the
need
for
more
attention
teachers
of
writing
(Lee,
2024),
this
collaborative
autoethnography
(CAE)
aims
explore
lived
experiences
Western-trained
teaching
EFL
in
tertiary-level
educational
context
Vietnam.
Drawing
upon
concepts
systemic
tensions,
emotion,
and
agency
from
an
activity
theoretical
perspective,
we
report
on
tensions
encountered
between
our
Western-based
TESOL
education
local
as
well
how
emotionally
agentively
responded
these
allow
practices
compatible
with
context.
Our
CAE
unveiled
a
host
intricate
multiple
components
systems.
These
triggered
emotional
responses,
which
turn
spurred
us
exercise
pedagogical
relational
reconstruct
cognition
implement
adaptive
pedagogies.
Notably,
dynamic
interplay
constituted
critical
fostered
emergence
participatory
content
knowledge
writing,
turn,
situated
possibilities
learning
writing.
The
study
provides
implications
teacher
relevant
stakeholders
regarding
better
support
like
transition
West
East.
Язык: Английский
Mediation, emotion, and agency from an activity theoretical perspective as potential analytical tools for inquiry into language teacher cognition: clarifications and implications
Asian-Pacific Journal of Second and Foreign Language Education,
Год журнала:
2024,
Номер
9(1)
Опубликована: Сен. 25, 2024
Язык: Английский