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Unifying cognition, emotion, and activity in language teacher professional development
ARTICLE

, Department of Linguistics, United States ; , Department of Applied Linguistics, United States

TATE Volume 39, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Emotions in the learning-to-teach experience are often ignored or downplayed by teacher educators. Using content and discourse analysis of a novice language teacher's journals, we demonstrate that the pervasive emotional content, reflecting individual teacher's perezhivanie, is a motivated, structural component of teachers' processes of cognitive development. Emotional content indexes dissonance between the ideal and reality, offering potential growth points. We apply a SCOBA of language teacher learning that unifies the dynamic, dialectical relationship among emotion, cognition, and activity, in order to orient teacher educators in mediating novice language teachers' professional development responsively.

Citation

Golombek, P. & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 39(1), 102-111. Elsevier Ltd. Retrieved August 14, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.01.002

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