ESL teachers’ emotional experiences, responses and challenges in professional relationships with the school community: Implications for teacher education

Abstract

This chapter begins by arguing that English as a second language (ESL) teachers’ emotional experiences constitute “what teachers feel” and should be an essential part of their teacher cognition. It then argues that ESL teachers’ interactions with the school community, such including students, colleagues and administrators, play a fundamental role in their emotional experiences and in shaping the way ESL teachers do their work. Current research on ESL teacher education is reviewed to demonstrate these links. Moreover, with the support of empirical findings from the literature, the chapter discusses ways in which ESL teachers respond to their emotional experiences and the challenges they face within their professional relationships with the school community. Based on the discussion, the chapter generates implications for ESL teacher education in fostering productive emotional experiences and supporting teachers in dealing with their emotional experiences and the subsequent challenges.