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  • Apples : Journal of Applied Language Studies
  • 2017, Volume 11
  • 2017, Volume 11, Issue 2
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JYX > Lehdet > Apples : Journal of Applied Language Studies > 2017, Volume 11 > 2017, Volume 11, Issue 2 > View Item

“Positive feelings about my work: I needed it!” Emotions and emotion self-regulation in language teachers

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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 Studies
Authors
Gallo, Elena |
Tassinari, Maria Giovanna
Date
2017
Copyright
© The Author(s). Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.

 
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 Jyväskylä
ISSN Search the Publication Forum
1457-9863
Keywords
language teaching language teachers well-being emotions emotion self-regulation affective strategies functions of emotions
DOI
10.17011/apples/urn.201708233539
URI

http://urn.fi/URN:NBN:fi:jyu-201708233539

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