Literaturnachweis - Detailanzeige
Autor/in | Song, Juyoung |
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Titel | Emotional Labour and Professional Development in ELT |
Quelle | In: ELT Journal, 75 (2021) 4, S.482-491 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-0893 |
DOI | 10.1093/elt/ccab036 |
Schlagwörter | Second Language Learning; Second Language Instruction; English (Second Language); Emotional Response; Teaching Experience; Negative Attitudes; Student Teacher Attitudes; Teacher Student Relationship; Professional Identity; Teacher Education Programs; Internship Programs; Language Teachers; Educational Practices; Theory Practice Relationship; Metacognition Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Emotionales Verhalten; Negative Fixierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Berufspraktische Ausbildung; Language teacher; Sprachunterricht; Bildungspraxis; Theorie-Praxis-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition |
Abstract | Building upon the concept of emotional labour, this study explores one pre-service teacher's emotional responses to her internship teaching experiences. Interviews, observations, and self-reflection statements revealed that her emotional struggles and tensions were generated, in part, from dissatisfaction with what she experienced as a gap between her theoretical understanding and the reality of ELT and with the perceived unfair practices and negative attitudes towards English learners. The student teacher's efforts to manage her emotions in and out of the classroom became her emotional labour, and her emotional awareness of and resistance to what she perceived as negative attitudes towards her students evoked a deeper emotional reflexivity, which led to her emotional and professional growth. The results suggest that a student teacher's understanding of her own emotions in relation to teaching may serve as a catalyst for problematizing practices and construct/transform teacher identity, leading to important implications for teacher education. (As Provided). |
Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |