Unifying cognition,emotion, and activity in language teacher professional development |
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| Institution: | 1. Department of Linguistics, University of Florida, PO Box 115454, Gainesville, FL 32611-5454, USA;2. Department of Applied Linguistics, The Pennsylvania State University, 305 Sparks Building, University Park, PA 16802, USA;1. School of Education and Professional Studies, Griffith University, Brisbane, Australia;2. School of Education, University of the Sunshine Coast, Sippy Downs, Australia;1. Kennesaw State University, United States;2. Round Rock Independent School District (TX), United States;3. University of Texas at Austin, United States;1. Florida State University, School of Teacher Education, College of Education, 1114 West Call Street, Stone Building, Tallahassee FL 32306, United States;2. International Graduate School of English, Department of English Education & Materials Development, 17 Yangjae-daero, 81-gil Gangdong-gu, Seoul 134-847, South Korea;1. Sakhnin College & Mofet Institute, P.O.Box 174, Eilaboun, 16972, Israel;2. David Yellin Academic College, Israel |
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| Abstract: | 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. |
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| Keywords: | Teacher education Professional development Cognitive development Transformative learning Second language instruction Inquiry |
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