The Nature of Recognition in TEFL Teachers’ Lives

This article aims at sharing a vital issue that emerged from the findings of a qualitative research study into collective responses of teachers of English as a foreign language to an extended change process in their Mexican university context from 1989 to 2003. The data generation process employed was comprised of semi-structured interviews as well as the concurrent analysis of the data, based on aspects of grounded theory. The results of this inquiry demonstrated features of the complexity paradigm of educational change. In particular, how teachers' receptivity to change was strongly influenced by the teachers' transforming construal of their professional identities owing to the growing recognition they acquired in their context

The Nature of Recognition in TEFL Teachers’ Lives

This article aims at sharing a vital issue that emerged from the findings of a qualitative research study into collective responses of teachers of English as a foreign language to an extended change process in their Mexican university context from 1989 to 2003. The data generation process employed was comprised of semi-structured interviews as well as the concurrent analysis of the data, based on aspects of grounded theory. The results of this inquiry demonstrated features of the complexity paradigm of educational change. In particular, how teachers’ receptivity to change was strongly influenced by the teachers’ transforming construal of their professional identities owing to the growing recognition they acquired in their context.En este artículo se aborda una problemática vital, descubierta en los resultados de una investigación cualitativa. Dicha investigación se enfocó en las respuestas colectivas de maestros de inglés como lengua extranjera, en el contexto de una universidad mexicana, entre 1989 y 2003, hacia un proceso de cambio. En la recolección de datos se emplearon entrevistas semiestructuradas, así como el análisis concurrente de los datos con base en la teoría fundamentada. Los resultados mostraron características del paradigma de la complejidad del cambio educacional. Específicamente, se observó que la receptividad hacia el cambio fue influenciada fuertemente por la construcción positiva de identidad profesional propia de los maestros, cimentada en el desarrollo de su reconocimiento como profesionales dentro de su contexto

How Novice EFL Teachers Regulate Their Negative Emotions

This research report shares the findings that emerged from a qualitative study in which the main objective was to discover whether or not novice English as a foreign language teachers regulate their negative emotions during their initial teaching practice, and if so, how they do this. The data were collected by semi-structured interviews and observations, and analyzed by microanalysis and constant comparative analysis. The participants were five novice teachers who study English at the same university, and who were giving classes as part of their internship. The results from this research revealed that these particular novice English as a foreign language teachers use different emotional strategies to regulate their negative emotions.El propósito de este reporte de investigación es compartir los hallazgos de un estudio cualitativo cuyo objetivo principal fue descubrir si los maestros principiantes de inglés como lengua extranjera regulan sus emociones negativas durante su práctica inicial y de ser así, cómo lo hacen. La información fue recolectada usando entrevistas semi-estructuradas y observaciones. Dicha información fue analizada usando microanálisis y análisis de constante comparación. Los participantes de esta investigación son cinco maestros principiantes que estudian inglés en la misma universidad y que como servicio social estaban impartiendo clases. Los resultados de la investigación revelan que estos maestros principiantes de inglés como lengua extranjera usan diferentes estrategias emocionales para regular sus emociones negativas

The Impact of Teacher-Student Relationships on EFL Learning

This research report aims at sharing the findings that emerged from a qualitative research study by a student-teacher, under the supervision of two practicing teacher-researchers. The study focused on the impact of teacher-student relationships in English as a foreign language learning according to the collective perceptions of a group of university students. The data generation process employed was comprised of semi-structured interviews, as well as the concurrent analysis of the data, based on aspects of grounded theory. The results of this inquiry revealed that university students’ sense of well-being, attitudes, and willingness to learn are improved when teachers demonstrate empathy, interest in student development, and respect

How Novice EFL Teachers Regulate Their Negative Emotions

This research report shares the findings that emerged from a qualitative study in which the main objective was to discover whether or not novice English as a foreign language teachers regulate their negative emotions during their initial teaching practice, and if so, how they do this. The data were collected by semi-structured interviews and observations, and analyzed by microanalysis and constant comparative analysis. The participants were five novice teachers who study English at the same university, and who were giving classes as part of their internship. The results from this research revealed that these particular novice English as a foreign language teachers use different emotional strategies to regulate their negative emotions

The Impact of Teacher-Student Relationships on EFL Learning

This research report aims at sharing the findings that emerged from a qualitative research study by a student-teacher, under the supervision of two practicing teacher-researchers. The study focused on the impact of teacher-student relationships in English as a foreign language learning according to the collective perceptions of a group of university students. The data generation process employed was comprised of semi-structured interviews, as well as the concurrent analysis of the data, based on aspects of grounded theory. The results of this inquiry revealed that university students’ sense of well-being, attitudes, and willingness to learn are improved when teachers demonstrate empathy, interest in student development, and respect.Este reporte de investigación tiene como objetivo principal compartir los resultados de una investigación cualitativa, realizada por un estudiante-maestro, bajo la supervisión de dos maestros-investigadores. Dicha investigación se enfocó en las percepciones de estudiantes universitarios, hacia el impacto de la relación maestro-alumno sobre el aprendizaje del inglés como lengua extranjera. Para la recolección de datos se realizaron entrevistas semi-estructuradas en tanto que el análisis concurrente de la información se basó en aspectos de la teoría fundamentada. Los resultados revelaron que tanto el sentido de bienestar de los estudiantes como sus actitudes y voluntad de aprender, mejoraron cuando la maestra les demostró empatía, interés en su desarrollo como alumnos, y respeto