An investigation of the relation between pre-service EFL teachers’ emotions and their approaches to teaching

Özkan KIRMIZI; Arif SARIÇOBAN

doi:https://doi.org/10.17263/jlls.851029

Makale detayları

An investigation of the relation between pre-service EFL teachers’ emotions and their approaches to teaching

Yazarlar:

Özkan KIRMIZI | Arif SARIÇOBAN

Yayıncı:

Hacettepe University

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Journal of Language and Linguistic Studies 2020 Vol.16 Issue 4, pp.1968-1986

Belge Tipi:

Makale

Yayın Tarihi:

12/2020

Belge Dili:

İngilizce

Document ID (Org No.):

2000769387

Sıklık:

Üç Aylık

pISSN:

1305-578X

DOI:

https://doi.org/10.17263/jlls.851029

Özet:

 

Learning is as much an emotional process as a cognitive one. There is no doubt that human beings are emotional beings, which, to a large extent, determines their cognitive and social relations with their environments. Teachers are no exceptions as they can both enhance or inhibit student learning. Teacher emotion is a burgeoning area of research and has received considerable attention lately. Studies underline the role of teacher emotions in their practices. Nevertheless, although there is an abundance of research on emotions, very few studies focused on the role of emotions on beliefs about teaching approaches. Therefore, the present study aims at measuring pre-service EFL teachers’ emotions and their impact on their beliefs about teaching approaches. Purposeful sampling was utilized in the study. Pre-service teachers who have gone through the process of practicum were selected to gain better insights into their emotions and approaches to teaching. Two questionnaires were used within the scope of the study. The first is Teacher Emotion Inventory, developed by Chen (2018). The second instrument is the Approach to Teaching Inventory, developed by Trigwell, Prosser, and Ginns (2005). A total of 67 EFL teachers participated in the study. Results indicate that the most common emotion among pre-service EFL teachers is “fear” and the most preferred teaching approach is “knowledge transmission approach.” In addition, the findings also show that “sadnesss” is highly related to “knowledge transmission approach”.

Makale detayları

An investigation of the relation between pre-service EFL teachers’ emotions and their approaches to teaching

Yazarlar: Özkan KIRMIZI | Arif SARIÇOBAN

Yayıncı: Hacettepe University

Ana Başlıklar: Sosyoloji & antropoloji

Dergi: Journal of Language and Linguistic Studies 2020 Vol.16 Issue 4, pp.1968-1986

Belge Tipi: Makale

Yayın Tarihi: 12/2020

Belge Dili: İngilizce

Document ID (Org No.): 2000769387

Sıklık: Üç Aylık

pISSN: 1305-578X

DOI: https://doi.org/10.17263/jlls.851029

Sayı

Yazarlar:

Özkan KIRMIZI | Arif SARIÇOBAN

Yayıncı:

Hacettepe University

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Journal of Language and Linguistic Studies 2020 Vol.16 Issue 4, pp.1968-1986

Belge Tipi:

Makale

Yayın Tarihi:

12/2020

Belge Dili:

İngilizce

Document ID (Org No.):

2000769387

Sıklık:

Üç Aylık

pISSN:

1305-578X

DOI:

https://doi.org/10.17263/jlls.851029