Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work

By N. Cowie. 2011

232 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/fa12b374323ddd52760dfef0e6dd8f36be5d7e0a

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Citations in the corpus

Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs (2018, background): “Cowie (2011) noted that much of the research that has focused on teacher emotions, starting with the work of Hargreaves (1998, 2000, 2005), has examined emotional processes at moments of educational change and school reform and has identified teachers' emotional selves as primarily characterized by…”
Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms (2019, background): “work because of their efforts to address students’ deep needs (Cowie, 2011; Zembylas, 2005).”
Teacher Emotion, Emotional Labor and Teacher Identity (2014, background): “…researchers are beginning to pay attention to teacher emotions (e.g., Hargreaves, 1998; Sutton and Wheatley, 2003; Cross and Hong, 2009; Frenzel et al., 2009; Schutz et al., 2009), they have been implementing studies in general education contexts rather than within the ELL context (Cowie, 2011).”
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “…body of research dedicated to the management of emotions and some attention paid to emotions related to the teaching profession as a whole (e.g. Cowie 2011), there is a paucity of empirical research on emotions related to teaching practice at the university level as an emotion-relevant context…”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “Indeed, teachers go through various instances of emotional experience in their relationships with school principals, students, colleagues, and students’ parents throughout their career (Cowie, 2011).”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “various aspects of teachers’ professional lives, such as their classroom teaching (Hargreaves, 1998), collegial relationship with colleagues (Cowie, 2011), and interaction with parents (Hargreaves, 2000), which constitute and transform who they are as teachers.”
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital (2020, background): “…of emotion labor among language teachers has diverse consequences for them—both negative, which might pose a threat to their professional longevity (Cowie, 2011; King, 2016; King & Ng, 2018), and positive, thus enabling teachers to reap emotional rewards (Loh & Liew, 2016; Miller & Gkonou, 2018).”
Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros (2017, background): “…educativo (e.g., Devos, Dupriez, y Paquay, 2012; Mattern y Bauer, 2014), el impacto de las emociones en el proceso de enseñanza-aprendizaje (e.g., Cowie, 2011; Jo, 2014), la influencia de los contextos históricos, políticos y sociales y las reformas educativas en el quehacer del docente (e.g.,…”