The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Critical Emotional Reflexivity for TESOL: The What, Why, and How
Abstract
This chapter explores the meaning, significance, and applications of critical emotional reflexivity in order to facilitate TESOL teacher preparation. It begins with historical trends of reflexivity and emotional practices in pedagogy and research. After delving into the nuanced definitions and roles of reflexivity, the chapter presents the concept of critical emotional reflexivity and its significance in TESOL. A conceptual framework, drawing on the theories of transformative, social-emotional, and reflexive learning, is then proposed with the aim of operationalizing the integration of critical emotional reflexivity in teaching. The chapter further demonstrates how an autobiographical reflexive approach can enhance the planning and implementation of activities aimed at fostering critical emotional reflexivity among English as an additional language student teachers. This approach thus enables language teachers to critically examine emotional experiences in sociopolitical terms, offering them the possibilities for transforming both their conceptual and pedagogical practices.
Related Content
|
Ilias Vasileiadis, Ioanna Dimitriadou, Spyros Koutras.
© 2024.
16 pages.
|
|
Efthymia Efthymiou.
© 2024.
15 pages.
|
|
Panagiotis F. Papalexopoulos, Vasia Karra, Theodoros Karakasidis, Denis Vavougios.
© 2024.
17 pages.
|
|
Afroditi Malisiova, Vasiliki Folia.
© 2024.
16 pages.
|
|
Efthymia Efthymiou, Dimitra V. Katsarou.
© 2024.
20 pages.
|
|
Asimina M. Ralli, Maria Alexandri, Maria Sofologi.
© 2024.
17 pages.
|
|
Assimina Tsibidaki, Stergoulla Treha.
© 2024.
14 pages.
|
|
|