Teacher Frustration and Emotion Regulation in University Language Teaching

Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers. One mechanism for reducing such frustrations is that of emotion regulation, the cognitive and behavioral strategies individuals employ to manage the emotions they experience or display. To date, no known studies have reported specifically on the in-class frustration experienced by language teachers, or on how teachers regulate their feelings of frustration. Herein, the authors discuss the experiences of seven EFL teachers at a university in Japan obtained through a series of semistructured interviews, classroom observations and corresponding stimulated-recall sessions. The authors discuss four salient thematic frustrations: student apathy, classroom silence, misbehavior in the context of relational strain, and working conditions. The results reveal that participants applied contextually-dependent emotion regulation behaviors, the success of which was often contingent on the participants’ levels of confidence and control over the stressors. Thus, participants showed more success in managing pervasive low-level stressors such as apathy and silence, and more support would be welcome to aid them to manage more debilitating stressors such as student misbehavior. The authors offer suggestions for teachers, trainers and institutions on reducing frustration

Language Teacher Emotional Experiences: A Systematic Review

This handbook synthesizes accumulated research evidence about the main areas of language teacher education. It systematically applies research synthesis to the field, providing coherent, systematic insights into various aspects of language teaching. Each chapter compares research conducted between 2010–2020 within a specialized area of teacher education. The chapters discuss the theoretical and research underpinnings of each area, describing the purposes, methods and findings of the research, including impacts of teacher education on teacher gains and teaching effectiveness. Areas addressed in this handbook include: teacher identity, motivation, demotivation and burnout, reflective practice, action research, Content and Language Integrated Learning (CLIL) teacher education, English Medium Instruction (EMI) teacher education, self-efficacy, assessment literacy, language awareness, Technological Pedagogical Content Knowledge (TPACK), supervision and mentoring, and nativeness/non-nativeness. This handbook is an invaluable resource for teacher educators, student/Preservice teachers, inservice teachers, graduate students of Teaching English to speakers of other languages (TESOL) and Applied Linguistics, and teacher education researchers.</p

Practitioner Researcher Intuition in Stimulated Recall Studies

Practitioner researchers have much to gain from using stimulated recall, a powerful data collection method whereby structured observations are followed by introspectively focused interviews. The close insider positions that practitioner researchers maintain, however, mean that they are liable to very powerful intuitions. Working under the assumption that intuition can benefit inquiry if it is appropriately managed, this paper offers a theoretical exploration of intuition in practitioner-led stimulated recall studies. In the first section of the paper, a review of extant literature reveals that the expertise of practitioner researchers lends credence to the quality of their intuitions. In the second section of the paper, reflective examples from the authors’ own projects illustrate the strengths that intuition can bring to stimulated recall inquiry. Finally, in the third section of the paper, discussions of the dangers of intuition highlight the very real issues that practitioner researchers face when negotiating intuitive thoughts. Two important solutions are presented in the paper: the employment of reflection to appropriately interrogate intuition, and the formulation of sound research principles upon which intuitions can positively emerge. We end the paper by offering our own contribution, the practitioner researcher intuition in stimulated recall model, a tool to support reflection upon emerging intuitions in stimulated recall research.</p

GO terms (Biological Process) enriched among up-regulated genes in the <i>tupA</i> strain.

<p>GO terms (Biological Process) enriched among up-regulated genes in the <i>tupA</i> strain.</p

Predicted (GPI-anchored) cell wall protein encoding genes up-regulated in the <i>tupA</i> mutant.

<p>Predicted (GPI-anchored) cell wall protein encoding genes up-regulated in the <i>tupA</i> mutant.</p

Overview of the primers used in this study.

<p>Overview of the primers used in this study.</p

GO terms (Biological Process) enriched among down-regulated genes in the <i>tupA</i> strain.

<p>GO terms (Biological Process) enriched among down-regulated genes in the <i>tupA</i> strain.</p

Overview of mutations in <i>A niger tupA</i> mutants.

<p>Overview of mutations in <i>A niger tupA</i> mutants.</p

Cell wall biosynthetic genes up-regulated in the <i>tupA</i> mutant.

<p>Cell wall biosynthetic genes up-regulated in the <i>tupA</i> mutant.</p

Developmental genes up-regulated in the <i>tupA</i> mutant.

<p>Developmental genes up-regulated in the <i>tupA</i> mutant.</p