Abstract
Current research on teacher development highlights the significance of teachers’ emotions in a variety of formal and informal settings and attempts to delineate their role in teachers’ various career stages. The present paper seeks to trace changes in four EFL teachers’ emotions a decade after they participated in an informal ICT-based collegial network which aimed at their professional development through self-reflection, peer feedback and collaboration. Applying a qualitative analysis to the data collected from questionnaires and interviews, this follow-up study examines whether teachers’ emotions maintain sustainability of teacher development and how this is realized. More specifically, it is argued that teacher development can become an on-going process when practitioners act as independent teacher-learners and as peer-mentors who share their emotions, reflect on them and exchange views regarding their everyday teaching practice with colleagues in an emotionally safe environment, thus developing their cognitive emotionality.
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Aristotle, The ‘Art’ of Rhetoric, trans. John Henry Freese (Cambridge, MA: Harvard University Press, 1959)
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Karagianni, E., Papaefthymiou-Lytra, S. (2018). EFL Teachers’ Emotions: The Driving Force of Sustainable Professional Development. In: Martínez Agudo, J. (eds) Emotions in Second Language Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-75438-3_21
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DOI: https://doi.org/10.1007/978-3-319-75438-3_21
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