Seeking understanding of foreign language teachers' shifting emotions in relation to pupils Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers' emotional literacy in the development of pupils' emotional skills, the central position of emotions in teachers' ways of knowing and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into seven foreign language teachers' emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation.
Kentän koodi muuttunut 2 The social basis of a teaching profession is created through behavioural and cultural patterns, specific artefacts, and their connection to certain institutional practices. The purpose of this study is to discover the conditions that structure the teaching profession in one cultural context and to find out what it is to be a foreign language teacher in Finland and Japan. Both countries have high educational equality but with contrasting patterns of management policies that are manifested in their teacher education curricula. Educational policy documents as well as teacher interviews and classroom observations were conducted in both countries and the findings compared by one Japanese and three Finnish researchers. The research themes are as follows: the foreign language teaching profession, teacher education paradigms, teachers' professional development, and pedagogical orientation in teaching. The results show that the cultural context and its strong implications for the teaching profession are prominent in both cultures.
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