Citation

The Emotional Turn in Teacher Identity Research: The Case of an EFL Teacher

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Abstract:

To trace how emotions impact teacher development, we analyzed one non-native speaking teacher’s narrative in relation to class observations and video recordings. The findings provide insights into the emotional obstacles foreign MATESOL students face, how to overcome them, and what role language teacher preparation could play in providing suitable support.
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Association:
Name: AAAL Annual Conference
URL:
http://www.aaal.org


Citation:
URL: http://citation.allacademic.com/meta/p1189051_index.html
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MLA Citation:

Wolff, Dominik. "The Emotional Turn in Teacher Identity Research: The Case of an EFL Teacher" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriot Downtown Waterfront, Portland, Oregon, <Not Available>. 2017-07-22 <http://citation.allacademic.com/meta/p1189051_index.html>

APA Citation:

Wolff, D. "The Emotional Turn in Teacher Identity Research: The Case of an EFL Teacher" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriot Downtown Waterfront, Portland, Oregon <Not Available>. 2017-07-22 from http://citation.allacademic.com/meta/p1189051_index.html

Publication Type: Colloquium Paper
Abstract: To trace how emotions impact teacher development, we analyzed one non-native speaking teacher’s narrative in relation to class observations and video recordings. The findings provide insights into the emotional obstacles foreign MATESOL students face, how to overcome them, and what role language teacher preparation could play in providing suitable support.


Similar Titles:
Initial Language Teacher Education and Non-Native Future Language Teachers’ Investment in Imagined Communities and Identities: A Transnational Comparative Case Study

Reimaging teacher identity in an era of globalization: Case studies of five Chinese EFL teachers

Teachers’ Identity, Subjectivity, and Agency: Through Case Study of Milwaukee Public School Art Teachers

Shuttling between Learner and Teacher Identities as part of Developing Pedagogical Competence: Case Studies of Three Preservice Chinese Language Teachers


 
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