Emotion Regulation Strategies of Kindergarten ESL Teachers in Japan: An Interview-Based Survey

Autor/in	Littleton, Adam
Titel	Emotion Regulation Strategies of Kindergarten ESL Teachers in Japan: An Interview-Based Survey
Quelle	In: Language Learning Journal, 49 (2021) 2, S.203-218 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2018.1542020
Schlagwörter	Self Control; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Kindergarten; Videoconferencing; Teacher Attitudes; Teaching Methods; Stress Variables; Student Behavior; Behavior Problems; Metacognition; Parent School Relationship; Physical Activities; Educational Practices; Individual Differences; Classroom Techniques; Japan + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bildungspraxis; Individueller Unterschied; Klassenführung
Abstract	This study explored how kindergarten ESL teachers in Japan make use of emotion regulation strategies, as proposed by Gross, in their work. Four teachers at a single dispatch company in Sendai, Miyagi Prefecture were interviewed via Skype about the emotion regulation strategies they used in the workplace. Interviews were recorded, transcribed, and coded, with special attention given to the cognitive processes involved in emotion regulation. Analysis revealed prominent themes common among teachers, as well as individual variation, though all teachers employed a process corresponding to Gross' modal model. Implications for practitioners and suggestions for further research follow. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01