Language Teachers' Emotional Dynamics in Technology-Based Contexts
Language: English
Published by Springer, 2026
- Hardcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
Condition: New
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Add to basketItem description from seller
Druck auf Anfrage Neuware - Printed after ordering - This book introduces two significant, yet under-connected issues: emotions and technology-related experiences, that are currently of immense importance in language teachers professional work, and fills the gap in scholarship on language teachers emotions in digital settings. It contributes to this line of thinking and research by bringing together theoretical and empirical studies that cover a wide range of contexts in terms of international readership. In this regard, emotions are defined in terms of how they relate to various different dimensions of teachers professionalism, such as identity, agency, social and cultural capitals, motivation, self-efficacy, and across the range of synchronous and asynchronous settings in which teachers are positioned. Such a perspective embraces how researchers from different countries and across diverse educational levels (including pre-service, in-service, private, English for academic purposes, higher education) view emotions and their roles in teachers professional performances. Of particular interest to readers in this book is how researchers connect emotions to teachers technology-related professional experiences in light of established theoretical frameworks. …
Seller Inventory # 9789819525683
- Title
- Language Teachers' Emotional Dynamics in Technology-Based Contexts
- Author
- Mostafa Nazari
- Publisher
- Springer
- Publication year
- 2026
- Condition
- Neu
- Binding
- Buch
- Language
- English
- ISBN 10
- 9819525683
- ISBN 13
- 9789819525683
- Item weight
- 522 grams
- Dimensions
- 241x160x19 mm
This book introduces two significant, yet under-connected issues: emotions and technology-related experiences, that are currently of immense importance in language teachers’ professional work, and fills the gap in scholarship on language teachers’ emotions in digital settings. It contributes to this line of thinking and research by bringing together theoretical and empirical studies that cover a wide range of contexts in terms of international readership. In this regard, emotions are defined in terms of how they relate to various different dimensions of teachers’ professionalism, such as identity, agency, social and cultural capitals, motivation, self-efficacy, and across the range of synchronous and asynchronous settings in which teachers are positioned. Such a perspective embraces how researchers from different countries and across diverse educational levels (including pre-service, in-service, private, English for academic purposes, higher education) view emotions and their roles in teachers’ professional performances. Of particular interest to readers in this book is how researchers connect emotions to teachers’ technology-related professional experiences in light of established theoretical frameworks.
"Synopsis" may belong to another edition of this title.
About the Author
Mostafa Nazari is a Postdoctoral Fellow at the Department of English and Communication, The Hong Kong Polytechnic University. Mostafa's research interests include teacher identities, teacher emotion, teacher agency, and action research.
"About the title" may belong to another edition of this title.
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