"At Times, I Feel I'm Talking to Myself": An EFL Teacher's Emotional Geographies in Emergency Remote Teaching

Autor/inn/en	Ubaidillah, M. Faruq; Sudarwati, Emy; Suryati, Nunung
Titel	"At Times, I Feel I'm Talking to Myself": An EFL Teacher's Emotional Geographies in Emergency Remote Teaching
Quelle	In: Issues in Educational Research, 33 (2023) 2, S.821-838 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ubaidillah, M. Faruq) ORCID (Sudarwati, Emy) ORCID (Suryati, Nunung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Distance Education; COVID-19; Pandemics; School Closing; Emotional Response; Teacher Attitudes; Adjustment (to Environment); Faculty Development; Teaching Conditions; College Faculty; Women Faculty; Online Courses; Ethics; Cultural Influences; Values; Discipline; Technological Literacy; Affordances; Barriers; Indonesia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Emotionales Verhalten; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Fakultät; Frauenakademie; Weibliche Gelehrte; Online course; Online-Kurs; Ethik; Cultural influence; Kultureinfluss; Wertbegriff; Disziplin; Technisches Wissen; Indonesien
Abstract	This paper reports on a narrative study that delves into the emotional experiences of an EFL teacher in emergency remote teaching situated in a higher education context in Indonesia. Data for this study were garnered from in-depth interviews during a two-month period. Anchored by Hargreaves' (2001a) emotional geographies on physical, moral, sociocultural, professional, and political aspects of lecturing, the study's findings revealed that the participant experienced sustainable adaptation through negotiated emotional changes in her emergency remote teaching. Such a situated practice gives rise to the issue of teacher professional development in times of crisis and how policymakers treat teacher emotions as an embedded domain in the teaching profession. The study also unveiled participants' agentive actions in overcoming the emotional geographies during emergency remote teaching. This empirical evidence situates teacher emotion as an influential aspect of a teacher's professional growth. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01