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Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
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In: Australian Journal of Teacher Education (2022)
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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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Pre-Service Teachers' Conceptions of Culturally and Linguistically Responsive Practices for English Learners ...
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: University of Virginia, 2021
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Turkish pre-service English teachers' level of FLSA and their perceptions of NNEST: a case in a high-ranking state university ...
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Australian Early Childhood Teachers’ Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content
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In: Australian Journal of Teacher Education (2021)
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La conscience translinguistique des futurs enseignants de français de la Saskatchewan : le cas des déterminants possessifs
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Student Reflections on Study Abroad: A Collective Case Study Exploring the Experiences of Pre-Service Teachers During an International Student Teaching Program
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In: FIU Electronic Theses and Dissertations (2021)
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Teaching and learning for global citizenship in the EFL classroom – towards a pedagogical framework
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Employability, international mobility and intercultural awareness in Bilingual Education: Studying the perceptions of pre-service bilingual teachers
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DESCRIBING A SYSTEMATIC REFLECTION FOR PRE-SERVICE TEACHERS' PROFESSIONAL IDENTITY: A CASE STUDY
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 119-145 (2021) (2021)
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Pre-Service Teacher Education in Times of Crisis
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In: Revista Brasileira de Linguística Aplicada, Vol 21, Iss 2, Pp 497-520 (2021) (2021)
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Former de futurs enseignants à l’interculturalité critique : proposition d’un dispositif pédagogique combinant réflexion théorique et mise en pratique
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.univ-lorraine.fr/hal-02483590 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2020, L’éducation à l’interculturalité à l’épreuve de la formation des enseignants, 41 (1), pp.31-48 (2020)
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Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports ...
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Stump, Megan. - : Digital Repository at the University of Maryland, 2020
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Pre-Service Teachers' Attitudes and Assumptions of Culturally Responsive Teaching Practices
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1591878271243927 (2020)
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Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education
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Walshe, K. - : Taylor & Francis (Routledge) / Christian Education, 2020
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Teachers’ beliefs about multilingual pedagogies and the role of initial training
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Information and Communication Technology (ICT) and English as a Foreign Language (EFL) pre-service teacher education in Vietnam
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Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports
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Abstract:
The existing research on second-language (L2) teacher emotion presents emotional experiences as largely descriptive: we know what emotions L2 teachers feel, and how emotions impact L2 teachers and their pedagogy. However, current framing of emotion in L2 teaching does little to examine how L2 teachers navigate emotional experiences and how emotions factor into their learning and development process. I fill this gap in the literature by studying how L2 teacher preparation programs can support pre-service L2 teachers’ (L2 PSTs) expressed emotions and how this emotional support may impact L2 PSTs’ conceptions of their teaching and themselves as teachers. I approach this study from a sociocultural perspective which posits that the cognitive and emotional minds function as a dialectical unity and therefore, positions cognition and emotion as central to teacher development. Central to the findings for this study is a better understanding of how teacher educators support L2 PST emotion and what this support does for L2 PSTs. Specifically, I highlight two types of emotional support that teacher educators may provide to L2 PSTs: Compassionate Emotional Support (CES) and Developmental Emotional Support (DES). CES focuses specifically on emotions by encouraging L2 PSTs in successful and challenging times, normalizing their emotions, and providing multiple opportunities for them to share their emotions. Conversely, DES focuses on cognitive aspects of emotions by exploring alternative ways of thinking, doing, perceiving, and understanding L2 PSTs’ teaching. When L2 PSTs have a greater cognitive pool of options from which to orient themselves toward their teaching, they appear to be able to change their thinking, feelings, and activity related to their teaching. Essentially, L2 PSTs transform as a result of DES. My findings clearly indicate that emotions signify areas of significance to L2 PSTs and thus, are rich areas for exploration for learning. Teacher educators should focus on supporting cognitive understandings connected to expressed emotions to help foster L2 PST growth and development. When teacher educators approach emotions as being rooted in cognition, they are able to reimagine emotions as points of learning instead of states of being.
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Keyword:
Emotion; English as a second language; Pre-service second language teachers; Teacher education; Teacher Educators
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URL: http://hdl.handle.net/1903/26019 https://doi.org/10.13016/zqnd-9qex
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