大学英语教师专业身份发展中的情绪研究

Emotion in Professional Identity Development of College English Teachers

教学活动是承载着情绪的实践,外语教学更是如此。为探索大学英语教师情绪与身份的互动关系,本研究采用质性研究方法对十位大学英语教师进行了回顾性深度访谈。本文运用身份认同动态系统模型解读教师身份发展过程中情绪如何内嵌于凸显的身份内容,表达身份结构关系,驱动身份建构,以及如何受教师性情、学科领域和社会文化因素的调节。本项研究的结果有助于教师教育者、教育管理者和外语教师理解教师情绪的重要性并促进教师情绪韧性的培养。

Teaching is a practice involving emotionality.This is particularly true for foreign language teaching.This qualitative study employs retrospective in-depth interviews with ten college English teachers to explore the interactions between teacher emotions and their perceived professional identities.More specifically,drawing on insights from the Dynamic System Model of Role Identity,this study uncovers howteacher emotions are attached to salient identity contents,express the relations of identity structures,and drives the formation of identities,as well as howthey are mediated by teacher dispositions,academic disciplines,and sociocultural contexts.The results will help teacher educators,educational administrators,and EFL teachers to recognize the importance of teacher emotions and cultivate teachers’emotional resilience.