“Positive feelings about my work: I needed it!” Emotions and emotion self-regulation in language teachers
Gallo, E. & Tassinari, M. G. (2017). “Positive feelings about my work: I needed it!” Emotions and emotion self-regulation in language teachers. Apples: Journal of Applied Language Studies, 11 (2), 55-84. Retrieved from doi:10.17011/apples/urn.201708233539
Published in
Apples : Journal of Applied Language StudiesDate
2017Copyright
© The Author(s)
Similar to learning, teaching is not exclusively a cognitive matter. Teachers’ emotions play a significant role in their teaching practice. For language teachers especially, the link between teachers’ emotions, identities and well-being has been identified as a key factor in their lives (Day & Lee, 2011) as well as in their professional development (Golombek & Doran, 2014; Kubanyiova, 2012). Although teachers’ well-being is essential in remaining engaged in the profession, little empirical work has been done to investigate how teachers cope with the affective complexities of teaching. Expectations, interest and satisfaction, as well as anxiety and frustration, are often an unspoken part of a teacher’s everyday work. This empirical exploratory study aims at investigating which emotions language teachers in higher education experience and what strategies they use to self-regulate these emotions. For this purpose, we collected and analysed data from teachers in two university language centres in Germany using a variety of instruments, including questionnaires, group discussions and researchers’ logs. The data show that both positive and negative emotions occur and are related to three main sources: the learners, the teaching-learning context and the teachers themselves. In addition, we identified a number of self-regulation strategies that are affected by various factors, such as individual sensitivity or personal attitudes. This paper will focus on the crucial role that emotions seem to play in the professional well-being of university language teachers and will link to theories of emotion and teaching practice.
...
Publisher
Centre for Applied Language Studies, University of JyväskyläISSN Search the Publication Forum
1457-9863Keywords
Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Strategies and mechanisms in musical affect self-regulation : A new model
Baltazar, Margarida; Saarikallio, Suvi (Sage Publications Ltd., 2019)This study aimed at investigating the associations between regulation strategies and musical mechanisms involved in musical affect self-regulation. A sample of 571 participants was collected and the data regarding the ... -
Is individual- and school-level teacher burnout reduced by proactive strategies?
Pietarinen, Janne; Pyhältö, Kirsi; Haverinen, Kaisa; Leskinen, Esko; Soini, Tiina (Taylor & Francis, 2021)There is provisional evidence that burnout may be contagious within professional communities via the crossover effect, referring to an inter-individual transmission of stress or strain. However, our understanding of effective ... -
Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning
Latva-aho, Jenni; Näykki, Piia; Pyykkönen, Saara; Laitinen-Väänänen, Sirpa; Hirsto, Laura; Veermans, Marjaana (Elsevier, 2024)This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (N = 118) was followed by a qualitative ... -
Motivational strategies used by English teachers : students’ opinions
Kalmari, Iida (2017)Se, miten motivoituneita ihmiset ovat tekemään asioita elämässään, vaikuttaa suuresti heidän saavutuksiinsa. Motivaatiolla on myös huomattava yhteys menestymiseen vieraiden kielten opiskelussa. Motivaation vaikutusta ... -
Motivational strategies as perceived and implemented by future L2 teachers : a comparison of two groups of Finnish university students
Sillanpää, Jere (2012)Motivaatiotutkimus on vuosikymmeniä keskittynyt motivaatioon oppijan näkökulmasta luoden erilaisia motivaatioteorioita. Motivaatio on erittäin tärkeä tekijä vieraan kielen oppimistulosten selittäjänä, joten viime vuosikymmenellä ...