The Dynamics of Beginning EFL Teachers' Teaching Experiences and Their Emotional Labor from an Activity Theory Perspective

Autor/inn/en	Kim, Youngmi; Kim, Tae-Young
Titel	The Dynamics of Beginning EFL Teachers' Teaching Experiences and Their Emotional Labor from an Activity Theory Perspective
Quelle	In: English Teaching, 77 (2022) 2, S.65-86 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Communities of Practice; Classroom Techniques; Behavior Problems; Emotional Experience; Teacher Attitudes; Beginning Teachers; Behavior Standards; Professionalism; Junior High School Teachers; Conflict Resolution; Teaching Methods; Heterogeneous Grouping; Foreign Countries; Teaching Experience; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Community; Klassenführung; Lehrerverhalten; Junior teacher; Junglehrer; Professionalität; Conflict solving; Konfliktlösung; Konfliktregelung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Korea; Republik
Abstract	This study investigates beginning EFL teachers' emotional labor from the perspective of the Activity Theory. Emotional labor is defined as the process of controlling one's emotions and emotional expressions in accordance with the occupational standards for proper emotional expression. Two beginning EFL teachers at Korean junior high schools were recruited by means of a qualitative research method. Semi-structured interviews were conducted and analyzed based on Activity Theory. The findings indicate that participants' emotional labor in relation to their students was represented as conflicts in their activity system. Additionally, the resolution of the conflicts could be possible if a teacher can join a new teacher learning community and use new instruments. The results suggest that beginning EFL teachers should be encouraged to be empowered with new instruments such as classroom management skills and teaching practices for handling mixed-level students. These new instruments are expected to prevent students' problem behavior and ease the burden of teachers experiencing emotional labor. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01