Chapter 6
Sharing stories around the digital campfire
In-service teachers, cognition/emotion dissonance, and the
asynchronous online classroom
As the educational landscape evolves to address emerging
international demands (De Costa,
Green-Eneix & Li, 2020), teacher educators and researchers
have begun to reevaluate what it means to be a ‘good’ teacher within digital
classrooms. An area that has not been fully explored is how language
(LTC) and (LTE) dialectically occur through the stories
and conversations in asynchronous online language teaching classrooms. This
semester-long netnographic case study (Kozinets, 2010) sets out to understand how a fully asynchronous
class helps novice in-service language teachers better understand their LTC
and LTE concerning their respective teaching contexts. We found a digital
space for in-service teachers to develop professionally both in the
classroom and their respective contexts.
Article outline
- Linking language teacher cognition (LTC) with language teacher emotion
(LTE)
- Perezhivanie and narrative knowledging
- Present study
- Participants
- Data collection
- Short story analysis
- Constructing a collaborative digital learning space
- Igniting the digital campfire
- Sharing narratives around the digital campfire to understand
perezhivanie
- Growing professionally as a result of cognition/emotional
dissonance
- Negotiating the emotion labor of the profession around the
campfire
- Sharing stories to support and growing professionally
- Conclusion
-
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Cited by
Cited by 1 other publications
Yuan, Rui, Icy Lee, Peter I. De Costa, Min Yang & Shuwen Liu
2022.
TESOL teacher educators in higher education: A review of studies from 2010 to 2020.
Language Teaching 55:4
► pp. 434 ff.

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