Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work
Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work
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DOI：
10.1016/j.tate.2010.08.006
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发表时间：
2011-01-01
影响因子：
3.9
通讯作者：
Cowie, Neil
中科院分区：
文献类型：
--
作者：
Cowie, Neil
本研究旨在探讨情绪对资深英语教师职业生活的影响。在东京大学工作的英语教师的采访显示，教师有非常积极的情感温暖的学生，他们通过自己的身份表示作为照顾者和道德的指南。另一方面，教师表达他们与同事和机构的关系，在更消极的情感条件。教师发展的两个启示：教师需要合作地谈论教学的情感影响，需要讨论什么是EFL教学的道德目的。(C)2010爱思唯尔有限公司版权所有。
This study examines what contribution emotions make to the professional lives of experienced EFL teachers. Interviews with EFL teachers working in Tokyo universities revealed that the teachers had very positive feelings of emotional warmth regarding students, which they expressed through their identity as carers and moral guides. On the other hand, the teachers expressed their relationships with colleagues and institutions in much more negative emotional terms. Two implications for teacher development are suggested: the need for teachers to talk collaboratively about the emotional impact of teaching, and the need to discuss what the moral purpose of EFL teaching is. (C) 2010 Elsevier Ltd. All rights reserved.