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Language teachers' emotional dynamic...

Nazari, Mostafa.

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Language teachers' emotional dynamics in technology-based contexts

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language teachers' emotional dynamics in technology-based contexts/ edited by Mostafa Nazari.
other author:	Nazari, Mostafa.
Published:	Singapore :Springer Nature Singapore : : 2025.,
Description:	x, 223 p. :ill., digital ;24 cm.
[NT 15003449]:	Exploring the role of emotional capital in online teaching at a UK University: A trio-ethnography of TESOL teacher trainers -- Humanizing pedagogy (and ourselves) in the digital era through collaborative autohistoria-teoria: At the intersections of queering and feminist approaches -- Online teaching during the pandemics: Emotions of an English teacher in Brazil -- Teacher emotion and agency in online teaching: A positioning theory perspective -- "I was always checking my bank account": The Role of Payment in Iranian English Language Teachers' Emotions and Wellbeing in Online Education -- Language teachers' emotions concerning 'Social Presence' in online courses -- Exploring the Role of Emotional tensions in Language Teachers' Identity Construction in Online Setting: An Ecological Perspective -- Boredom of Turkish EFL Teachers in Online Teaching: An Ecological Perspective -- A Scoping review of language teacher emotions in online education: Taking a step back to move forward.
Contained By:	Springer Nature eBook
Subject:	Language teachers - Psychology. -
Online resource:	https://doi.org/10.1007/978-981-95-2569-0
ISBN:	9789819525690

Language teachers' emotional dynamics in technology-based contexts
Language teachers' emotional dynamics in technology-based contexts[electronic resource] /edited by Mostafa Nazari. - Singapore :Springer Nature Singapore :2025. - x, 223 p. :ill., digital ;24 cm.

Exploring the role of emotional capital in online teaching at a UK University: A trio-ethnography of TESOL teacher trainers -- Humanizing pedagogy (and ourselves) in the digital era through collaborative autohistoria-teoria: At the intersections of queering and feminist approaches -- Online teaching during the pandemics: Emotions of an English teacher in Brazil -- Teacher emotion and agency in online teaching: A positioning theory perspective -- "I was always checking my bank account": The Role of Payment in Iranian English Language Teachers' Emotions and Wellbeing in Online Education -- Language teachers' emotions concerning 'Social Presence' in online courses -- Exploring the Role of Emotional tensions in Language Teachers' Identity Construction in Online Setting: An Ecological Perspective -- Boredom of Turkish EFL Teachers in Online Teaching: An Ecological Perspective -- A Scoping review of language teacher emotions in online education: Taking a step back to move forward.

This book introduces two significant, yet under-connected issues: emotions and technology-related experiences, that are currently of immense importance in language teachers' professional work, and fills the gap in scholarship on language teachers' emotions in digital settings. It contributes to this line of thinking and research by bringing together theoretical and empirical studies that cover a wide range of contexts in terms of international readership. In this regard, emotions are defined in terms of how they relate to various different dimensions of teachers' professionalism, such as identity, agency, social and cultural capitals, motivation, self-efficacy, and across the range of synchronous and asynchronous settings in which teachers are positioned. Such a perspective embraces how researchers from different countries and across diverse educational levels (including pre-service, in-service, private, English for academic purposes, higher education) view emotions and their roles in teachers' professional performances. Of particular interest to readers in this book is how researchers connect emotions to teachers' technology-related professional experiences in light of established theoretical frameworks.

ISBN: 9789819525690

Standard No.: 10.1007/978-981-95-2569-0doiSubjects--Topical Terms:

966769
Language teachers
--Psychology.

LC Class. No.: P53

Dewey Class. No.: 418.007

Language teachers' emotional dynamics in technology-based contexts
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505 0 $a Exploring the role of emotional capital in online teaching at a UK University: A trio-ethnography of TESOL teacher trainers -- Humanizing pedagogy (and ourselves) in the digital era through collaborative autohistoria-teoria: At the intersections of queering and feminist approaches -- Online teaching during the pandemics: Emotions of an English teacher in Brazil -- Teacher emotion and agency in online teaching: A positioning theory perspective -- "I was always checking my bank account": The Role of Payment in Iranian English Language Teachers' Emotions and Wellbeing in Online Education -- Language teachers' emotions concerning 'Social Presence' in online courses -- Exploring the Role of Emotional tensions in Language Teachers' Identity Construction in Online Setting: An Ecological Perspective -- Boredom of Turkish EFL Teachers in Online Teaching: An Ecological Perspective -- A Scoping review of language teacher emotions in online education: Taking a step back to move forward.
520 $a This book introduces two significant, yet under-connected issues: emotions and technology-related experiences, that are currently of immense importance in language teachers' professional work, and fills the gap in scholarship on language teachers' emotions in digital settings. It contributes to this line of thinking and research by bringing together theoretical and empirical studies that cover a wide range of contexts in terms of international readership. In this regard, emotions are defined in terms of how they relate to various different dimensions of teachers' professionalism, such as identity, agency, social and cultural capitals, motivation, self-efficacy, and across the range of synchronous and asynchronous settings in which teachers are positioned. Such a perspective embraces how researchers from different countries and across diverse educational levels (including pre-service, in-service, private, English for academic purposes, higher education) view emotions and their roles in teachers' professional performances. Of particular interest to readers in this book is how researchers connect emotions to teachers' technology-related professional experiences in light of established theoretical frameworks.
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