Autorentext
Peter I. De Costa is Professor in the Department of Linguistics, Languages and Cultures and the Department of Teacher Education at Michigan State University. He is the co-editor of TESOL Quarterly and the immediate past president of the American Association for Applied Linguistics. Mostafa Nazari is Postdoctoral Fellow at The Hong Kong Polytechnic University. His research focuses on language teacher identities and emotion. He is an editorial board member of TESOL Quarterly.

Klappentext
Teacher emotion is a topic of increasing interest in the fields of applied linguistics and TESOL. Bringing together cutting-edge research from an international team of renowned scholars, this book provides a collection of studies that explores this fascinating topic from an extensive range of contexts and perspectives. The volume includes real case studies from educators around the world, providing a fully global overview of teacher emotions. Through linking emotions to personal experiences, identities, and the daily work of language teacher educators, the book provides novel and interesting insights into the professional life of teacher educators. Novel and engaging, this edited collection fosters further debate on the flourishing area of teacher emotion in language education. It is essential reading for researchers and teacher educators in the fields of TESOL and applied linguistics, as well as both early-career and experienced educators, who want to examine the emotional side of their professional work.

Inhalt

Foreword Ana Maria Ferreira Barcelos; Introduction Peter I. De Costa and Mostafa Nazari; Part I. Emotion Labor in Teacher Educator Professionalism: 1. The role of emotion labor in the reconstruction of a teacher educator's supervisor identity Kenan Dikilitä 2. The tangle of human conflicts: narratives of emotions and emotion labour of transnational language teacher educators Sarah Hopkyns; 3. Linguistic shame and emotional labour of Sri Lankan English language teacher educators Indika Liyanage, Hashini Abeysena and Yuwei Tang; Part II. Self-Studying Emotions; 4. Innovations for peacebuilding in the practicum: a self-exploration of a language teacher educator's emotions María Matilde Olivero; 5. Pedagogies of empathy and discomfort during mentorship: tensions between professional development and ethical concerns Juyoung Song; 6. A collaborative autoethnography of language teacher educators' emotions, identity, and agency Asl han Y lmaz and Bedrettin Yazan; Part III. Emotions at the Intrapersonal-Interpersonal Level: 7. Well-being and regulation strategies of language teacher educators on teaching English to speakers of other languages programmes in neoliberalised private higher education Bolormaa Shinjee, Shaila Sultana and Sender Dovchin; 8. English language teaching reform in Vietnam from the perspective of teacher educators' emotions Son Van Nguyen and Chinh Duc Nguyen; 9. Loving life in class, tolerating the institution: the interplay of the psychological and social factors in language teacher educator emotions Dávid Smid, Sarah Mercer, Carlos Murillo-Miranda and Su Yon Yim; 10. A glimpse into the emotional regulation of language teacher educators: voices from Jiaoyanyuan in China Hong Zhang, Hong Zhang and Rui Yuan; Afterword Sara Hillman.