Teacher Emotions as Personal and Professional Development in Applied Linguistics

Mohammad N. Karimi, Luis Javier Pentón Herrera, Behzad Mansouri

• Publisher: Multilingual Matters
• Year: 2025
• Print ISBN:
  9781800419322
• eBook ISBN:
  9781800419346
• Topic: Languages & Linguistics
• Subtopic: Professional Development
• Index: Languages & Linguistics

Previously, most studies in this area have focused on the reciprocal effects of language teachers' emotions, identity, well-being and agency, with emotions often being portrayed as consequential entities. However, this book advances the field by exploring specifically how language teacher emotions can be used as tools for personal and professional development. The authors provide empirical, theoretical, conceptual and practical contributions which demonstrate how emotional responses provide data that can be analyzed and reflected upon and how emotions can be seen not as occurrences that are suffered, but as actions, judgments, choices, responsibilities and data that can be used to improve personal growth and professional lives. The chapters shed light on the potential of emotions as tools for teachers' personal and professional development, such as, but not limited to, emotional literacy, emotional intelligence, emotional agility and regulation, emotional memory and self-exploratory and self-reflective inquiries.

Table of contents

• Cover
• Title
• Copyright
• Table of Contents
• Contributors
• Acknowledgments
• Foreword
• Part 1: Establishing Teacher Emotions as Personal and Professional Development
• 1 Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics
• 2 Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied Linguistics
• 3 Language Teacher Emotion as Critical Inquiry for Professional Development and Personal Growth
• 4 Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional Development
• 5 A Review-Based Model of the Interactions of Emotions, Psychological Well-Being and Personal/Professional Development Among Language Teachers
• 6 The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting and Expression of Genuine Emotions
• 7 Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs
• Part 2: Teacher Emotions as Personal Development
• 8 Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family and Teaching Experience
• 9 Pre-Service Teachers’ Emotions, Attitudes and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque Country
• 10 ‘It’s Never Finished’: A Duoethnographic Retracing of Our Becoming as Language Educators
• 11 Confronting Depression as an ALT in Japan
• 12 We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in Brazil
• Part 3: Teacher Emotions as Professional Development
• 13 Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical and Transformative Self-Reflexivity
• 14 A Teacher’s Emotional Journey towards Translation- and Interpreting-Oriented Language Teaching
• 15 Working with Language Learners with ADHD-like Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional Development
• 16 Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective
• 17 Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher Education
• Afterword