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An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
Tesol Quarterly ( IF 3.0 ) Pub Date : 2020-04-23 , DOI: 10.1002/tesq.580
Christina Gkonou 1 , Elizabeth R. Miller 2
Affiliation  

In this article the researchers explore the notion of emotional capital in relation to language teachers’ emotion labor and the role of reflection in understanding their emotional experiences. They draw on interview narratives with teachers (N = 25) working in higher education institutions in the United States and United Kingdom. During these interview conversations, the researchers elicited accounts of teachers’ emotionally charged experiences that arise as part of their ongoing, mundane teaching practice and how they respond to these situations. The researchers argue that as language teachers struggle to orient to the feeling rules of their institutions, they develop the capacity to perform the emotions that they believe are expected of them. This capacity is further shaped through their reflective practice, as both individual reflection and collaborative reflection with colleagues. The researchers thus analyze how language teachers’ accruing emotional capital, developed through emotion labor and reflective activity, can be converted into social and cultural capital. The authors also point to how language teachers’ emotional capital is entangled in power relations and thus requires careful scrutiny.

中文翻译:

语言教师反思,情感劳动和情感资本的探索

在本文中,研究人员探讨了与语言教师的情感劳动有关的情感资本的概念,以及反思在理解他们的情感经历中的作用。他们借鉴了老师的访谈叙事(N= 25)在美国和英国的高等教育机构中工作。在这些访谈对话中,研究人员得出了有关教师情感上丰富的经历的说明,这些经历是他们进行中的,平凡的教学实践的一部分,以及他们如何应对这种情况。研究人员认为,随着语言教师努力适应其机构的情感规则,他们将发展出执行他们认为对他们期望的情感的能力。通过个人的反思和与同事的协作反思,他们的反思能力将进一步塑造这种能力。因此,研究人员分析了语言教师通过情感劳动和反思活动而积累的情感资本如何可以转化为社会和文化资本。
更新日期:2020-04-23
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