A systematic review of research on pre-service TESOL teachers’ emotions

Year 2021, Volume: 4 Issue: 3, 246 - 253, 20.12.2021

Saadet Korucu Kış

https://doi.org/10.32329/uad.945439

Cited By: 1

Abstract

The study of pre-service teachers’ emotions has long been marginalized within the field of teaching English to speakers of other languages (TESOL). Yet, with the advent of a sociocultural turn in the field and an emotional turn in educational science, there has been growing interest in the role of emotions in would-be teachers’ professional learning. The purpose of this study is to examine the demographic (i.e. year of publication, contributing countries and methodologies used) and topical trends concerning pre-service teacher emotionality in TESOL teacher education. For this purpose, studies published in journals that were included in Social Science Citation Index (SSCI) were reviewed and a total of 19 research articles were analyzed using both deductive and inductive analysis techniques. Concerning the demographic trends, the findings revealed that there has been an increase in the number of research articles within the last decade. Turkey and China are among the major contributing countries and the most frequently used research methodology is qualitative method. As to topic trends, “Emotions and Identity Formation”, “Emotions in relation to Language Learning” and “Emotional Responses to University Coursework” are found to be as the most popular research topics. As a result of the analysis, current gaps in research on TESOL education are identified and suggestions are made for future work.

Keywords

Emotions, Emotionality, TESOL, Pre-service Teachers, Teacher Education

İngilizce Öğretmenliği Eğitimi Alanında Duygular Üzerine Sistematik Bir Analiz

Abstract

Öğretmen adaylarının duygularının incelenmesi, diğer dilleri konuşanlara İngilizce öğretme (TESOL) alanında uzun süredir marjinalleştirilmiştir. Ancak, alanda başlıca sosyokültürel bir dönüşümün yaşanması ve eğitim bilimleri alanında da duygusal bir devrimin ortaya çıkmasıyla birlikte, İngilizce öğretmeni adaylarının mesleki öğrenmelerinde duyguların rolüne artan bir ilgi olmuştur. Bu çalışmanın amacı, TESOL öğretmen eğitiminde öğretmen adaylarının duygusallığına ilişkin demografik (yani yayın yılı, katkıda bulunan ülkeler ve kullanılan metodolojiler) ve konu eğilimlerini incelemektir. Bu amaçla Social Science Citation Index'e (SSCI) dahil olan dergilerde yayınlanan çalışmalar incelenmiş ve toplam 19 araştırma makalesi hem tümdengelim hem de tümevarımsal analiz teknikleri kullanılarak analiz edilmiştir. Demografik eğilimlerle ilgili olarak, bulgular, son on yılda araştırma makalelerinin sayısında bir artış olduğunu ortaya koymuştur. Türkiye ve Çin en büyük katkı sağlayan ülkeler olarak tespit edilmiş ve en sık kullanılan araştırma metodolojisinin nitel yöntem olduğu görülmüştür. Konu eğilimlerine gelince, “Duygular ve Kimlik Oluşumu”, “Dil Öğrenimine İlişkin Duygular” ve “Üniversitede Alınan Eğitime Yönelik Duygusal Tepkiler” en popüler araştırma konuları olarak bulunmuştur. Analiz sonucunda, TESOL eğitimi ile ilgili araştırmalardaki mevcut boşluklar tespit edilmiş ve gelecekteki çalışmalar için önerilerde bulunulmuştur.

Keywords

Duygu, İngilizce Öğretmenliği, Öğretmen Eğitimi, Diğer Dilleri Konuşanlara İngilizce Öğretme;

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