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

Yıl 2021, Cilt: 4 Sayı: 3, 246 - 253, 20.12.2021

Saadet Korucu Kış

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

Cited By: 2

Öz

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.

Anahtar Kelimeler

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

İngilizce Öğretmenliği Eğitimi Alanında Duygular Üzerine Sistematik Bir Analiz

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Anttila, H., Pyhältö, K., & Soini, T. (2016). How does it feel to become a teacher? Emotions in teacher education. Social Psychology Education, 19, 451–473. https://doi.org/10.1007/s11218016-9335-0
• Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research & Development, 31(5), 625–640. https://doi.org/10.1080/07294360.2012.702735
• Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37, 664–675. https://doi:10.1016/j.system.2009.09.010
• Borg, S. (2003). Teacher cognition in language teaching: A review of research on what teachers think, know, believe and do. Language Teacher, 36, 81–109. https://doi.org/10.1017/S0261444803001903
• Bullough, R. V. (2011). Hope, happiness, teaching and learning. In C. Day & J. C. K. Lee (Eds.), New understandings of teacher’s work: Emotions and educational change (pp. 17–32). NewYork: Springer.
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson. Darby, A. (2008). Teachers’ emotions in the reconstruction of professional self-understanding. Teaching and Teacher Education, 24(5), 1160–1172. https://doi.org/10.1016/j.tate.2007.02.001
• Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
• Day, C., & Gu, Q. (2009). Teacher emotions: Well-being and effectiveness. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 15–32). New York: Springer.
• De Laurentiis Brandao, A. C. (2021). First experiences of teaching EFL in metaphors. Teaching and Teacher Education, 97, 1-11. https://doi.org/10.1016/j.tate.2020.103214
• Du Plessis, E. C. & Marais, P. 2013. Emotional experiences of student teachers during teaching practice: A case study at Unisa. Progressio, 35(1), 206-222.
• Dewaele, J.–M., Gkonou, C., & Mercer, S. (2018). DoESL/EFL teachers’ emotional intelligence, teach-ing experience, proficiency, and gender affect their classroom practice? In J. de Dios Martínez Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (pp. 125–141). Springer. https://doi.org/10.1007/978-3-319-75438-3_8
• Eren, A. (2014). Relational analysis of prospective teachers’ emotions about teaching, emotional styles, and professional plans about teaching. The Australian Educational Researcher, 41(4), 381–409. https://doi.org/10.1007/s13384-013-0141-9.
• Eren, A. (2016). Unidirectional cycles of boredom, boredom coping strategies, and engagement among prospective teachers. Social Psychology of Education, 19(4), 895-924. https://doi.org/10.1007/s11218-016-9348-8
• Fallah, N. (2014). Willingness to communicate in English, communication selfconfidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140-147. https://doi.org/10.1016/j.lindif.2013.12.006
• Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111. https://doi.org/10.1016/j.tate.2014.01.002
• González, J. J. V. (2019). Prospective English teachers re-examining language ideologies in telecollaboration. Computer Assisted Language Learning, 33(7), 732-754. https://doi.org/10.1080/09588221.2019.1590419.
• Guerrettaz, A. M., Zahler, T., Sotirovska, V., & Boyd, A. S. (2020). ‘We acted like ELLs’: A pedagogy of embodiment in preservice teacher education. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820909980.
• Hall, J. M., & Townsend, S. D. C. (2017). Using critical incidents and E-portfolios to understand the emergent practice of Japanese student-teachers of English. Teaching and Teacher Education, 62, 1–9. https://doi.org/10.1016/j.tate.2016.10.017
• Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854. https://doi.org/10.1016/S0742-051X(98)00025-0
• Kim, Y., Jung, Y., & Tracy-Ventura, N. (2017). Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51, 632–660. https://doi.org/10.1002/tesq.381
• Korucu Kış, S., & Kartal, G. (2019). No pain no gain: reflections on the promises and challenges of embedding reflective practices in large classes. Reflective Practice, 20(5), 637-653. https://doi.org/10.1080/14623943.2019.1651715
• Korucu-Kış, S., & Şanal, F. (2020). Bridging in-class and out-of-class learning through podcast-intertwined collaborative tasks to reduce EFL speaking anxiety among higher proficiency learners. International Online Journal of Education and Teaching, 7(2), 636-653.
• Kralova, Z., Skorvagova, E., Tirpakova, A., & Markechova, D. (2017). Reducing student teachers’ foreign language pronunciation anxiety through psycho-social training. System, 65, 49–60. https://doi:10.1016/j.system.2017.01.001
• Lemarchand-Chauvin, M.C., & Tardieu, C. (2018). Teachers’ emotions and professional identity development: Implications for second language teacher education. In Martínez Agudo (Eds.), Emotions in second language teaching: Theory, research and teacher education, pp.425-443. Springer.
• Li, F., and X. Curdt-Christiansen. (2020). Teacher Feedback in UK Higher Education: Affective and Cognitive Perceptions of Chinese Postgraduate Students. International Journal of Educational Research. 104, 1-12. https://doi:10.1016/j.ijer.2020.101674.
• Lin, Z., B. Wu, F. Wang, & D. Yang. (2019). Enhancing Student Teacher Motivation through Mentor Feedback on Practicum Reports: A Case Study. Journal of Education for Teaching, 45(5), 605–607. https://doi:10.1080/02607476.2019.1675355.
• Lindqvist, H., M. Weurlander, A. Wernerson, & R. Thornberg. (2017). Resolving Feelings of Professional Inadequacy: Student Teachers’ Coping with Distressful Situations. Teaching and Teacher Education, 64, 270–279. doi:10.1016/j.tate.2017.02.019
• Martinez Agudo, J. D. D. (Ed.). (2018). Emotions in second language teaching: Theory, research and teacher education. Springer. https://doi.org//10.1007/978-3-319-75438-3
• Madalińska-Michalak J., & Bavli B. (2018). Developing Emotional Competence for L2 Teaching in Second Language Teacher Education: Opportunities and Challenges for Teacher Education in Poland and Turkey. In Martínez Agudo J. D. D. (Ed) Emotions in Second Language Teaching. Springer, https://doi.org/10.1007/978-3-319-75438-3_22
• Nguyen M.H. (2018) ESL Teachers’ Emotional Experiences, Responses and Challenges in Professional Relationships with the School Community: Implications for Teacher Education. In: Martínez Agudo J. (Ed) Emotions in Second Language Teaching. Springer https://doi.org/10.1007/978-3-319-75438-3_14
• Nguyen, M. H. (2019). English language teacher education: A sociocultural perspective on preservice teachers’ learning in the professional experience. Singapore: Springer.
• Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275. https://doi.org/10.1016/j.lindif.2014.12.009
• Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Eurasian Journal of Educational Research, 42, 207-224. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. Malden: Blackwell Publishing.
• Richards, J. C. (2020). Exploring emotions in language teaching. RELC Journal, Advance online publication. https://doi.org/10.1177/0033688220927531
• Shoffner, M. (2009). The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education, 25, 783-789. https://doi.org/10.1016/j.tate.2008.11.012
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. doi:10.17763/haer.57.1.j463w79r56455411
• Sutton, R. E., & Wheatley, K. F. (2003). Teacher’s emotions and teaching: A review of literature and directions for future research. Educational Psychology Review, 15(4), 327–358.
• Tashma Baum, M. (2014). ‘The aspect of the heart’: English and self-identity in the experience of preservice teachers. Language and Intercultural Communication, 14(4), 407–422. doi:10.1080/ 14708477.2014.934379
• Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the preservice teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11), 117. https://doi.org/10.14221/ajte.2017v42n11.8
• Timoštšuk, I., & Ugaste, A. (2012). The role of emotions in student teachers’ professional identity. European Journal of Teacher Education, 35(4), 421–433. https://doi.org/10.1080/02619768.2012.662637
• Tum, D. O., & Kunt, N. (2013). Speaking anxiety among EFL student teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(3), 385-399
• Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30, 469–491. https://doi.org/10.1080/02671522.2014.932830
• Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22, 819–841. https://doi.org/10.1080/13540602.2016.1185819
• Yuksel, H. G. (2014). Becoming a teacher: tracing changes in pre-service English as a foreign language teachers' sense of efficacy. South African Journal of Education, 34(3), 1-8. https://doi.org/10.15700/201409161104