Unifying cognition, emotion, and activity in language teacher professional development
Paula Golombek, Department of Linguistics, United States ; Meredith Doran, Department of Applied Linguistics, United States
TATE Volume 39, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Emotions in the learning-to-teach experience are often ignored or downplayed by teacher educators. Using content and discourse analysis of a novice language teacher's journals, we demonstrate that the pervasive emotional content, reflecting individual teacher's perezhivanie, is a motivated, structural component of teachers' processes of cognitive development. Emotional content indexes dissonance between the ideal and reality, offering potential growth points. We apply a SCOBA of language teacher learning that unifies the dynamic, dialectical relationship among emotion, cognition, and activity, in order to orient teacher educators in mediating novice language teachers' professional development responsively.
Golombek, P. & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 39(1), 102-111. Elsevier Ltd.