Teacher Emotion in Emergency Online Teaching: Ecstasies and Agonies

McAlinden, Maggie; Dobinson, Toni

doi:10.1007/978-3-030-84067-9_13

Cited by 2 publications

(2 citation statements)

References 36 publications

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“…This rapid shift to remote teaching while maintaining quality teaching and student engagement in a fully online environment posed challenges to tertiary language programs that were predominately classroom-based (Chen, 2021). Indeed, low familiarity with online teaching, at least in the initial stage of ERT, has been reported to be one of the critical elements overwhelming teachers (Choi et al, 2021;McAlinden & Dobinson, 2021). Language teaching may result in high stress if teachers experience negative emotions about their teaching performance or when emotional well-being is endangered (Smith & King, 2018).…”

Section: Language Teacher Emotion Regulationmentioning

confidence: 99%

Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching

Janes,

Chen

2024

AJAL

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This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow participants to have their voices heard, thus enabling researchers to discover nuanced patterns linked to the social-emotional state and wellbeing of the community members, regarding fears, tensions, and resilience triggered by ERT. Multiple data sources were triangulated from the teacher’s reflection journal, digital teaching artifacts, debriefing sessions, interviews, and online questionnaire responses. Thematic analysis reveals teacher identity was re-envisioned through crisis teaching pedagogy and the regulation of negative emotions to facilitate agency, which reciprocally bolstered teacher identity. The findings also indicate teacher identity development is challenged and shaped by negotiating a new role in remote teaching, thus impacting pre-ERT identity. Hence, the emotion regulation trajectory of ERT can stimulate and encourage technology-enhanced professional learning as teacher agency and resilience reinforce a new identity reimagined as a capable online teacher. By situating novice teacher agency, emotion regulation, and emerging identity in crisis teaching, this netnographic research conceptualises how ERT presents not only challenges for novice teachers’ identity development and emotion, but also the sustainability and empowerment of online teaching and professional growth of impacted teachers of Asian languages.

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Section: Language Teacher Emotion Regulationmentioning

confidence: 99%

Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching

Janes,

Chen

2024

AJAL

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“…Adi Badiozaman and Segar [10] examined and compared the teachers' perceptions, competence, and ability in online teaching in two Malaysian higher education institutions. Only a few studies addressed the emotional aspects of faculty's transition to ERT in different countries like the UK [8,11], Australia [12], Israel [13], and more. In their study conducted in Italy, Casacchia et al and colleagues [14] identified more negative emotions among faculty.…”

Section: Introductionmentioning

confidence: 99%

Sense of Competence and Feelings of Stress of Higher Education Faculty in the Transition to Remote Teaching: What Can We Learn from COVID-19 Pandemic in the Long Run

2023

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This study focuses on measuring and characterizing the sense of competence and feelings of stress of higher education faculty in the transition to ‘Emergency Remote Teaching’ due to the COVID-19 pandemic and their willingness to adopt it in future. A total of 318 higher education faculty responded to a new questionnaire, developed and validated by the researchers. The findings show that the faculty experience a high sense of competence, related to positive feedback on remote teaching, a tighter trust relationship with the students, and their personal and professional development in the field of techno-pedagogy. Higher education faculty indicate feelings of stress on a medium-low level manifested by frustration and overburden due to difficulties in their interaction with the students, lack of reward, vague home–work boundaries, and techno-pedagogical challenges. The findings show that the more competent and the less stress higher education faculty feel regarding remote teaching, the more they wish to adopt it in future. The findings outline a desirable way to support higher education faculty and their professional development, aiming to reduce feelings of stress and enhance their sense of competence in remote teaching. Thus, they can implement changes, facing the challenges and expectations of higher education’s “new normal” in which technology will play a key role.

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Teacher Emotion in Emergency Online Teaching: Ecstasies and Agonies

Cited by 2 publications

References 36 publications

Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching

Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching

Sense of Competence and Feelings of Stress of Higher Education Faculty in the Transition to Remote Teaching: What Can We Learn from COVID-19 Pandemic in the Long Run

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