Teachers' Emotions and Professional Identity Development: Implications for Second Language Teacher Education - Publications des membres d'ARDAA (Association pour la Recherche en Didactique de l'Anglais et en Acquisition)
Chapitre D'ouvrage Année : 2018

Teachers' Emotions and Professional Identity Development: Implications for Second Language Teacher Education

Résumé

The impact of emotions on professional identity development in the field of second language teacher education has become a focus of research quite recently. In many French teacher-training contexts the construction of a mainly rational professional identity has been thought relevant, emotions such as fear, anger or sadness being very often considered as a nuisance. Paradoxically, pre-service teachers continue to stress the emotional aspects of their work without really being heard by the educational authorities who keep emphasizing linguistic and didactic proficiency. This chapter addresses both the negative and positive impacts of emotions on the construction of second language teachers' professional identity at the start of their career and proposes concrete ideas for pre-service and in-service training. After presenting a theoretical and conceptual framework (Plutchik in Emotion a psycho-evolutionary synthesis.

Domaines

Education
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Dates et versions

halshs-01790662 , version 1 (07-10-2024)

Identifiants

  • HAL Id : halshs-01790662 , version 1

Citer

Marie-Claire Lemarchand-Chauvin, Claire Tardieu. Teachers' Emotions and Professional Identity Development: Implications for Second Language Teacher Education. Emotions in Second Language Teaching, 99, pp.550 - 555, 2018. ⟨halshs-01790662⟩
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