Teacher Emotions as Personal and Professional Development in Applied Linguistics

by Mohammad N. Karimi (Editor), Luis Javier Pentón Herrera (Editor), Behzad Mansouri (Editor)

Overview

Previously, most studies in this area have focused on the reciprocal effects of language teachers’ emotions, identity, well-being and agency, with emotions often being portrayed as consequential entities. However, this book advances the field by exploring specifically how language teacher emotions can be used as tools for personal and professional development. The authors provide empirical, theoretical, conceptual and practical contributions which demonstrate how emotional responses provide data that can be analyzed and reflected upon and how emotions can be seen not as occurrences that are suffered, but as actions, judgments, choices, responsibilities and data that can be used to improve personal growth and professional lives. The chapters shed light on the potential of emotions as tools for teachers’ personal and professional development, such as, but not limited to, emotional literacy, emotional intelligence, emotional agility and regulation, emotional memory and self-exploratory and self-reflective inquiries.

Product Details

ISBN-13:	9781800419322
Publisher:	Channel View Publications
Publication date:	08/12/2025
Series:	Psychology of Language Learning and Teaching , #32
Pages:	337
Product dimensions:	6.15(w) x 9.20(h) x 0.90(d)

About the Author

Mohammad N. Karimi is Professor of Applied Linguistics at Kharazmi University, Iran. His research interests include cognitive aspects of language learning and teaching, second language teacher education and development, teacher cognition, learner beliefs and psychology of language learning and teaching.

Luis Javier Pentón Herrera is Professor at the University of Economics and Human Sciences in Warsaw, Poland and the 2024 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning. His research interests are situated at the intersection of identity, emotions and well-being in language and literacy education, social-emotional learning, autoethnography and storytelling, refugee education and language weaponization.

Behzad Mansouri holds a PhD in Curriculum and Instruction from the University of Alabama, Tuscaloosa, USA and is currently a Program Evaluator and Research Specialist at Lakeshore Foundation, an internationally recognized non-profit organization with the mission of promoting advocacy and inclusion for individuals with disabilities.

Table of Contents

Contributors

Acknowledgments

Juyoung Song: Foreword

Part 1: Establishing Teacher Emotions as Personal and Professional Development

Chapter 1. Mohammad N. Karimi, Luis Javier Pentón Herrera and Behzad Mansouri: Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics                                 

Chapter 2. Luis Javier Pentón Herrera and Anna Becker: Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied Linguistics

Chapter 3. Juyoung Song: Language Teacher Emotion as Critical Inquiry for Professional Development and Personal Growth

Chapter 4. Pamela Kimario, Ruth Harman, Shuang Fu and Elizabeth W. Mutunga: Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional Development

Chapter 5. Mohammad N. Karimi, Marzieh Khazraie and Behzad Mansouri: A Review-Based Model of the Interactions of Emotions, Psychological Well-Being and Personal/Professional Development Among Language Teachers

Chapter 6. Mostafa Nazari: The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting and Expression of Genuine Emotions                                                                                           

Chapter 7. Julia Goetze: Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs 

Part 2: Teacher Emotions as Personal Development

Chapter 8. Zia Tajeddin and Maedeh Valamohammadi: Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family and Teaching Experience

Chapter 9. Mikel Gartziarena, Artzai Gaspar and Nerea Villabona: Pre-Service Teachers’ Emotions, Attitudes and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque Country

Chapter 10. Liv H. Detwiler and James Coda: 'It’s Never Finished': A Duoethnographic Retracing of Our Becoming as Language Educators

Chapter 11. Takaaki Hiratsuka: Confronting Depression as an ALT in Japan

Chapter 12. Eduardo Castro: We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in Brazil

Part 3: Teacher Emotions as Professional Development

Chapter 13. Luis Javier Pentón Herrera, Ufuk Keleş and Bedrettin Yazan: Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical and Transformative Self-Reflexivity

Chapter 14. Eva Seidl: A Teacher’s Emotional Journey Towards Translation- and Interpreting-Oriented Language Teaching

Chapter 15. Agnieszka Kałdonek-Crnjaković: Working with Language Learners with ADHD-like Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional Development

Chapter 16. Jacob Rieker: Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective       

Chapter 17 Sarah Louise Mason, and Alice Chik: Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher Education

Peter I. De Costa: Afterword

Index

Editorial Reviews

This groundbreaking collection sheds light on the intricate interplay between teacher emotions, personal growth and professional development. Through diverse theoretical perspectives and in-depth empirical studies, the contributors challenge simplistic understandings of emotions and bring to the fore their transformative potential in language learning and teaching. The book redefines the role of emotions in shaping teacher identity, wellbeing and teaching practices. A must-read for educators, researchers, policymakers, and anyone interested in learning more about how teachers feel!

Christina Gkonou

Contributors to this volume make a compelling case for the centrality of emotion in language teacher development, demonstrating why teacher emotions should be regarded as highly valued resources for critical reflection and as tools for personal and professional growth. If you care about language teaching and teachers, you will want to read this book.

Elizabeth R. Miller

This volume offers fresh insights into how emotions reflect and shape language teachers’ journeys. Rejecting emotion binaries, contributors showcase the potential of diverse teacher emotions to transform teaching practice, foster well-being, and inspire advocacy. This is a welcome resource for advancing compassionate and holistic teacher development.

Matthew T. Prior