A Methodological Review of L2 Teacher Emotion Research: Advances, Challenges and Future Directions
A Methodological Review of L2 Teacher Emotion Research: Advances, Challenges and Future Directions
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二语教师情绪研究的方法论回顾：进展、挑战和未来方向
DOI：
10.1007/978-3-319-75438-3_3
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Yueting Xu
中科院分区：
文献类型：
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作者：
Yueting Xu
虽然越来越多的证据表明教师情绪影响教师认知、幸福感和专业绩效，但教师情绪在第二语言教师教育研究中仍然是一个未被充分探索的领域。这一方面是由于传统实证主义在教育研究中的主导地位，另一方面是由于适合教师情感研究的研究方法知识有限。为了解决后一种差距，本章在概述截至2016年发表的英语实证研究的基础上，澄清并提出了教师情绪研究的研究方法问题。对第二语言教师教育领域的教师情感出版物中使用的研究方法的综合分析表明，总体上依赖于定性研究方法。为了探索可能有用的方法，本文将回顾扩展到通识教育领域的教师情感研究，并讨论了各种方法的优势和局限性。本章总结了创新研究方法的挑战和对研究人员专业知识的相应要求。
While increasing evidence reveals that teacher emotion influences teacher cognition, well-being, and professional performance, teacher emotion is still an underexplored area in second language teacher education research. It is due partly to the dominance of traditional positivism in educational research, and partly to limited knowledge of research methodologies appropriate for teacher emotion research. To address the latter gap, this chapter clarifies and problematizes research methodological issues in teacher emotion research based upon an overview of empirical studies published in English up until 2016. A synthesis of research methodologies used in publications of teacher emotion in the field of second language teacher education reveals an overall reliance on qualitative research methods. To explore potentially useful methodologies, the review is extended to teacher emotion research in the field of general education, and the strengths and limitations of various methodologies are discussed. This chapter concludes with challenges for innovative research methodologies and corresponding requirements for researchers’ expertise.