Pre-service EFL teachers as homo sentimentalis: speculating the emotional components of the teaching profession through joint reflection sessions in practicum

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dc.authoridhttps://orcid.org/0000-0003-3419-8257
dc.authoridhttps://orcid.org/0000-0002-0773-4619
dc.contributor.authorKırmızı, Özkan
dc.contributor.authorIrgatoğlu, Aydan
dc.date.accessioned2025-04-29T06:24:51Z
dc.date.available2025-04-29T06:24:51Z
dc.date.issued2024-12-15
dc.departmentFakülteler, Edebiyat Fakültesi, Batı Dilleri ve Edebiyatları Bölümü
dc.description.abstractTaking both personal and collaborative perspectives, the present study aims to sketch out emotion-bearing incidents during the practicum process over an extended period. Keeping in mind the significance of emotions in language learning and teaching, the present study aims, in particular, to see what emotions pre-service EFL teachers (PSTs) perceive, how they believe these emotions could be tackled, and what they could do in their future teaching to counter these emotions. Data were collected through joint reflection sessions and individual reflections. Weekly joint reflection sessions were conducted by pre-service EFL teachers (PSTs hereafter) after the practicum day, which was followed by individual reflection. It is believed that joint reflection sessions are critical in capturing the dynamicity of emotions in L2 learning and teaching. The total number of PSTs taking part in the present study was 30. The findings of the study indicate that the PSTs went through a complex web of emotions ranging from positive ones including happiness, pride, or excitement to negative ones including frustration, anger, or dissatisfaction. Our results also indicate that PSTs’ emotions slightly changed when they started teaching.
dc.identifier10.30466/ijltr.2024.121581
dc.identifier.citationKırmızı, Ö., & Irgatoğlu, A. (2024). Pre-service EFL Teachers as Homo Sentimentalis: Speculating the Emotional Components of the Teaching Profession through Joint Reflection Sessions in Practicum. Iranian Journal of Language Teaching Research, 12(3 (Special Issue)), 159-175. doi: 10.30466/ijltr.2024.121581
dc.identifier.doi10.30466/ijltr.2024.121581
dc.identifier.endpage175
dc.identifier.issn2322-1291
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85216848817
dc.identifier.scopusqualityQ1
dc.identifier.startpage159
dc.identifier.urihttps://doi.org/10.30466/ijltr.2024.121581
dc.identifier.urihttps://hdl.handle.net/20.500.14619/15158
dc.identifier.volume12
dc.identifier.wosWOS:001383354400009
dc.identifier.wosqualityQ2
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherUrmia University
dc.relation.ispartofIranian Journal of Language Teaching Research
dc.relation.ispartofseriesIranian Journal of Language Teaching Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectdissatisfaction
dc.subjectemotion regulation
dc.subjecthappiness
dc.subjectL2 learning emotions
dc.subjectpracticum
dc.titlePre-service EFL teachers as homo sentimentalis: speculating the emotional components of the teaching profession through joint reflection sessions in practicum
dc.typeJournal
oaire.citation.issue3
oaire.citation.volume12

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