Exploring L2 Teacher Emotions throughout an Ecological Lens

Üstündağ Algın P.

Research Based Practices in the Teaching of Turkish as L2, Toronto, Kanada, 24 Mayıs 2024, ss.7-8, (Özet Bildiri)

  • Yayın Türü: Bildiri / Özet Bildiri
  • Basıldığı Şehir: Toronto
  • Basıldığı Ülke: Kanada
  • Sayfa Sayıları: ss.7-8
  • Ankara Yıldırım Beyazıt Üniversitesi Adresli: Evet

Özet

Exploring Teacher Emotions in Turkish L2 Instruction from an Ecological Lens

Pınar Üstündağ-Algın

Orcid: 0000-0003-2595-6570

Ankara Yıldırım Beyazıt University, Ankara, Turkiye

Understanding teacher emotions is pivotal for enhancing teaching effectiveness (Liu et al., 2022). Teacher emotions are important due to their substantial impact on students' learning outcomes (Dreer, 2021), teaching quality (Schutz & Pekrun, 2007), and healthy teacher-student relationships (Schutz & Zembylas, 2009). Notably, most research mainly focuses on one or two emotions, specifically targeting work-related factors (e.g., Ergün & Dewaele, 2021; Frenzel et al., 2015). At this point, an ecological system (Cross & Hong, 2012) based on Bronfenbrenner’s theory (1979) is proposed as a framework for analyzing both work-related and non-work-related factors in which teachers are embedded because it helps to tease out the layers of environment more systematically. Thus, anchored to ecological system (Cross & Hong, 2012), this study is an attempt to scrutinize the role of 5 emotions (joy, love, anger, fear, and sadness) on L2 teaching quality. In this vein, it employs a mixed method (questionnaires and semi-structured interviews). Quantitative data is collected through the Teacher Emotional Inventory (TEI) (Chen, 2022), while qualitative data relies on Intentional Reflective Dialogue (IRD) (Kato & Mynard, 2016), both aligned with an ecological perspective.

Keywords: Teaching Turkish as L2, teachers’ emotions, ecological perspective

References

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Chen, J., and Cheng, T. (2022). Review of research on teacher emotion during 1985–2019: A descriptive quantitative analysis of knowledge production trends. European Journal of Psychology Education, 37, 417–438.

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Dreer, B. (2024). Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace. Educational Studies, 50(1), 61–77. https://doi.org/10.1080/03055698.2021.1940872

Ergün, A. L. P., and Dewaele, J.-M. (2021). Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian? System 99, 1–12. https://doi.org/10.1016/j.system.2021.102506

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