Emotions, Attributions, and Identity Change When Teachers Learn Drama Pedagogy for ELT

Autor/in	Ding, Li
Titel	Emotions, Attributions, and Identity Change When Teachers Learn Drama Pedagogy for ELT
Quelle	In: Research in Drama Education, 28 (2023) 4, S.597-612 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2022.2163160
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Drama; Professional Identity; Teacher Attitudes; Attitude Change; Attribution Theory; Emotional Response; Teacher Behavior; Learning Processes; Teaching Methods; Language Teachers; Correlation; Faculty Development; Case Studies; Foreign Countries; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schauspiel; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Emotionales Verhalten; Teacher behaviour; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Korrelation; Case study; Fallstudie; Case Study; Ausland
Abstract	This article investigates the correlation between emotion and eventual identity change of five teachers learning drama for ELT, a project that involved the author as a drama expert and researcher. It argues that the participants' attribution patterns, regulated by their teaching beliefs, lead to particular emotional responses to the teaching situations, which in turn leads to certain teaching behaviours. Identity change is only possible if the emotion-attribution-action pattern is subverted. Such subversion is unlikely to happen unless emotions are expressed and held for reappraisal, and when teachers are emotionally affected from within during the learning and implementation process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01