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This edited volume delves into the emotional experiences of language teachers as they navigate the digital landscape in their professional practice. It explores the intricacies of emotional vulnerability, shedding light on the challenges and opportunities that arise when language educators engage with digital venues, particularly in light of the shift towards online teaching due to the COVID-19 pandemic.
Through engaging with this book, readers can gain a deeper understanding of the emotional challenges language teachers face in the digital age. This book also equips educators with the knowledge and insights to develop targeted strategies for supporting and empowering themselves in digital settings. Additionally, it provides valuable guidance for teacher educators, administrators, and policymakers in designing effective professional development programs that address the emotional well-being of language teachers in the digital era.
List of contents
Foreword.- Introduction.- Chapter 1: Emotion Labour in Online Teaching for University Lecturer English Teachers: Challenges and Opportunities.- Chapter 2: EFL Teachers' emotional labor during online Teaching: An Exploratory Study.- Chapter 3: Shifting from Student to Faculty in Times of Uncertainty: Wrestling with Emotional Labor and Identity Crises.- Chapter 4: "I feel more composed when I'm treated unfairly": Collaborative Action Research and Teachers' Interpersonal Emotion Regulation in a Networked Community of Shared Practice.- Chapter 5: Hong Kong CALL Lecturers' Emotional Vulnerability and Coping Strategies under the Impact of COVID-19.- Chapter 6: Navigating the Emotional Landscape of an ESP Lecturer: Stories of Vulnerability and Resilience in the Implementation of a Digital Genre.- Chapter 7: The Disrupted Teaching Norm during COVID-19 Pandemic: A Quest for Alternative Teaching.- Chapter 8: Professional Identity of Teachers amidst the Challenges of Pedagogical Innovation.- Chapter 9: The Hidden Cost of Technology: Emotional, Social, and Pedagogical Consequences for Vulnerable Teachers.- Chapter 10: Digitalized EFL Teachers' Levels of Engagement and Burnout and Professional Identity Development through Job Demands-Resources and Metaphors.- Afterword.
About the author
Mostafa Nazari is a Postdoctoral Fellow at the Department of English and Communication, The Hong Kong Polytechnic University. Mostafa's research interests include teacher identities, teacher emotion, teacher agency, and action research. He was selected as the top researcher of the year by Teaching English Language and Literature Society of Iran (TELLSI) in 2021.
Ismail Xodabande holds a PhD in Applied Linguistics from Kharazmi University, Tehran, Iran. His research interests focus on the role of various educational technologies in foreign language education, mobile-assisted language learning (MALL), and the application of corpus linguistics in English Language Teaching (ELT). He has published in these areas in the journals
Computer Assisted Language Learning
, O
pen Learning
,
Journal of Computers in Education
,
Journal of Education for Teaching, Education and Information Technologies
,
Frontiers in Psychology
, and the
Asian-Pacific Journal of Second and Foreign Language Education
.
Sedigheh Karimpour is an Assistant Professor of Applied Linguistics in the Department of English Language at Mazandaran University of Medical Sciences, Sari, Iran. Her area of interest is Second Language Teacher Education, and her scholarly works have appeared in multiple journals, such as
Computer Assisted Language Learning
,
System
,
Teaching and Teacher Education
,
Language Teaching Research
,
Applied Linguistics Review
, and
TESOL Quarterly
(TESOL: Teaching English to Speakers of Other Languages).
