In this study, we investigated how an English-as-medium-of-instruction mathematics teacher in China and an English teacher in Nepal fell into and out of love with the teaching profession. A theoretical framework of lo...In this study, we investigated how an English-as-medium-of-instruction mathematics teacher in China and an English teacher in Nepal fell into and out of love with the teaching profession. A theoretical framework of love, which drew from the theorization of love in Barcelos and Coelho(2016) and Lanas and Zembylas(2015), was adopted to provide guidance for our understanding of the construct and our interpretation of the data. In this framework, love is conceptualized as being communicated through teachers’ attending to individual students, and building a mutually supportive learning environment. In addition, love is also seen as socially and historically constructed. Our data include interviews, teaching materials, and other curricular artifacts. Our findings revealed that teachers’ love toward the profession sustains their investment in teaching, and their love of their students helps them accept the students on the latter’s own terms. In addition, a loving relationship between teachers and students was also instantiated in the mutual understanding and support between both parties during classroom interactions. Finally, we also demonstrate how our two focal teachers’ love of the profession was either enhanced or worn out due to work-related sociopolitical factors.展开更多
Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers.One mechanism for red...Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers.One mechanism for reducing such frustrations is that of emotion regulation, the cognitive and behavioral strategies individuals employ to manage the emotions they experience or display. To date,no known studies have reported specifically on the in-class frustration experienced by language teachers, or on how teachers regulate their feelings of frustration. Herein, the authors discuss the experiences of seven EFL teachers at a university in Japan obtained through a series of semistructured interviews, classroom observations and corresponding stimulated-recall sessions. The authors discuss four salient thematic frustrations: student apathy, classroom silence, misbehavior in the context of relational strain, and working conditions. The results reveal that participants applied contextually-dependent emotion regulation behaviors, the success of which was often contingent on the participants’ levels of confidence and control over the stressors. Thus, participants showed more success in managing pervasive low-level stressors such as apathy and silence, and more support would be welcome to aid them to manage more debilitating stressors such as student misbehavior.The authors offer suggestions for teachers, trainers and institutions on reducing frustration.展开更多
文摘In this study, we investigated how an English-as-medium-of-instruction mathematics teacher in China and an English teacher in Nepal fell into and out of love with the teaching profession. A theoretical framework of love, which drew from the theorization of love in Barcelos and Coelho(2016) and Lanas and Zembylas(2015), was adopted to provide guidance for our understanding of the construct and our interpretation of the data. In this framework, love is conceptualized as being communicated through teachers’ attending to individual students, and building a mutually supportive learning environment. In addition, love is also seen as socially and historically constructed. Our data include interviews, teaching materials, and other curricular artifacts. Our findings revealed that teachers’ love toward the profession sustains their investment in teaching, and their love of their students helps them accept the students on the latter’s own terms. In addition, a loving relationship between teachers and students was also instantiated in the mutual understanding and support between both parties during classroom interactions. Finally, we also demonstrate how our two focal teachers’ love of the profession was either enhanced or worn out due to work-related sociopolitical factors.
文摘Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers.One mechanism for reducing such frustrations is that of emotion regulation, the cognitive and behavioral strategies individuals employ to manage the emotions they experience or display. To date,no known studies have reported specifically on the in-class frustration experienced by language teachers, or on how teachers regulate their feelings of frustration. Herein, the authors discuss the experiences of seven EFL teachers at a university in Japan obtained through a series of semistructured interviews, classroom observations and corresponding stimulated-recall sessions. The authors discuss four salient thematic frustrations: student apathy, classroom silence, misbehavior in the context of relational strain, and working conditions. The results reveal that participants applied contextually-dependent emotion regulation behaviors, the success of which was often contingent on the participants’ levels of confidence and control over the stressors. Thus, participants showed more success in managing pervasive low-level stressors such as apathy and silence, and more support would be welcome to aid them to manage more debilitating stressors such as student misbehavior.The authors offer suggestions for teachers, trainers and institutions on reducing frustration.
