teachers as emotional agents: contributions of an online asynchronous teacher education initiative

Motivated by the growing significance of research on language teacher emotion regulation, the present study investigated the contributions of an online asynchronous teacher education initiative to l2 teachers’ emotion regulation. drawing on gross’ (1998, 2015) model of emotion regulation, the data gathered from interviews with four teachers prior to and after the course, their reflective narratives, online discussions, and class observations were qualitatively analyzed. the analyses pointed to the microgenetic development of teachers in terms of the incremental learning and application of the course content (i.e., emotion regulation) to their instructional practice. in other words, the participants incrementally drew on the learned strategies to up/down-regulate their emotions as english teachers. additionally, the participant teachers tended to articulate their thoughts via reflective narratives by adopting the professional discourse, further implying the participant teachers’ access to their cognitions.

teachers as emotional agents: contributions of an online asynchronous teacher education initiative

motivated by the growing significance of research on language teacher emotion regulation, the present study investigated the contributions of an online asynchronous teacher education initiative to l2 teachers’ emotion regulation. drawing on gross’ (1998, 2015) model of emotion regulation, the data gathered from interviews with four teachers prior to and after the course, their reflective narratives, online discussions, and class observations were qualitatively analyzed. the analyses pointed to the microgenetic development of teachers in terms of the incremental learning and application of the course content (i.e., emotion regulation) to their instructional practice. in other words, the participants incrementally drew on the learned strategies to up/down-regulate their emotions as english teachers. additionally, the participant teachers tended to articulate their thoughts via reflective narratives by adopting the professional discourse, further implying the participant teachers’ access to their cognitions.