Chapter published in:
Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 115–134

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.
Keywords: emotions, in-service teachers, teacher cognition, online classrooms, short stories
https://doi.org/10.1075/lllt.57.06gre
References

References

American Psychological Association
(2020) Publication manual of the American Psychological Association (7th ed.). Crossref
Barkhuizen , G.
(2011) Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391–414.  CrossrefGoogle Scholar
(2016) A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655–683. CrossrefGoogle Scholar
Benesch , S.
(2017) Emotions and English language teaching: Exploring teachers’ emotion labor. Routledge. CrossrefGoogle Scholar
Blake , R. J.
(2013) Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.Google Scholar
Borg , S.
(2006) Teacher cognition and language education. Continuum.Google Scholar
British Association for Applied Linguistics
(2016) Recommendations on good practice in applied linguistics report. Retrieved on 7 July 2021 from https://​baalweb​.files​.wordpress​.com​/2017​/08​/goodpractice​_full​.pdf
De Costa , P. I., Green-Eneix, C., & Li, W.
(2020) Problematizing EMI language policy in a transnational world: China’s entry into the global higher education market. English Today. CrossrefGoogle Scholar
De Costa , P. I., Lee, J., Rawal, H., & Li, W.
(2020) Ethics in applied linguistics research. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 122–130). Routledge.Google Scholar
De Costa , P. I., Li, W., & Rawal, H.
(2019) Language teacher emotions. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1–4). Springer Nature. CrossrefGoogle Scholar
De Costa , P. I., & Norton , B.
(2017) Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(Supplement), 3–14. CrossrefGoogle Scholar
Feryok , A.
(2018) Language teacher cognition: An emergent phenomenon in an emergent field. In S. Mercer & A. Kostoulas (Eds.) Language teacher psychology (pp. 105–121). Multilingual Matters. CrossrefGoogle Scholar
Geertz , C.
(1973) The interpretation of cultures: Selected Essays. Basic Books.Google Scholar
Gkonou , C., &  Miller , E. R.
(2021) An exploration of language teacher reflection, emotion labor and emotional capital. TESOL Quarterly, 55(1), 134–155. CrossrefGoogle Scholar
Golombek , P. R.
(2015) Redrawing the boundaries of language teacher cognition: Language teacher educators’ emotion, cognition, and activity. The Modern Language Journal, 99(3), 470–484. CrossrefGoogle Scholar
Golombek , P. R., & Doran, M.
(2014) Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39(1), 102–111. CrossrefGoogle Scholar
Hinkelman , D.
(2018) Blending technologies in second language classrooms. Continuum. CrossrefGoogle Scholar
Hochschild , A.
(1979) Emotion work, feeling rules, and social structures. American Journal of Sociology, 85(3), 551–575. CrossrefGoogle Scholar
Hockly , N., & Dudeney, G.
(2018) Current and future digital trends in ELT. RELC Journal, 49(2), 164–178. CrossrefGoogle Scholar
Johnson , K. E.
(2015) Reclaiming the relevance of L2 Teacher Education. The Modern Language Journal, 99(3), 515–528. CrossrefGoogle Scholar
Johnson , K. E., & Golombek , P.
(2011) The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486–509. CrossrefGoogle Scholar
Johnson , K. E., & Worden , D.
(2014) Cognitive/emotional dissonance as growth points in learning to teach. Language and Sociocultural Theory, 2(1) 125–150. CrossrefGoogle Scholar
Kozinets , R. V.
(2010) Netnography: Doing ethnographic research online. Sage.Google Scholar
Kubanyiova , M., & Feryok , A.
(2015) Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435–449. CrossrefGoogle Scholar
Lantolf , J. P., & Swain, M.
(2020) Perezhivanie: The cognitive–emotional dialectic within the social situation of development. In A. H. Al-Hoorie & P. D. MacIntyre (Eds.), Contemporary language motivation theory: 60 years since Gardner and Lambert (1959) (pp. 80–105). Multilingual Matters.Google Scholar
Miller , R.
(2011) Vygotsky in perspective. Cambridge University Press. CrossrefGoogle Scholar
Saldaña , J.
(2015). The coding manual for qualitative researchers. Sage.Google Scholar
Tao , J., Shao, Q., & Gao, X.
(2017) Ethics-related practices in internet-based applied linguistics research. Applied Linguistics Review, 8(4), 321–335. CrossrefGoogle Scholar
Ustuk , O., & De Costa , P. I.
(2020) Reflection as meta-action: Lesson study and EFL teacher professional development. TESOL Journal. CrossrefGoogle Scholar
VERBI GmbH
(2019) MAXQDA 2020 (Version 20.0) [computer software]. Retrived from https://​maxqda​.com.
Veresov , N., & Mok, N.
(2018) Understanding development through the perezhivanie of learning. In J. P. Lantolf, M. E. Poehner, & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 89–101). Routledge. CrossrefGoogle Scholar
Vygotsky , L. S.
(1978) Mind in society. Harvard University Press.Google Scholar
(1994) The problem of the environment. In R. van der Veer, & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Blackwell.Google Scholar
Zembylas , M.
(2011) Teaching and teacher emotions: A post-structural perspective. In C. Day & J. Chi-Kin (Eds.), New understandings of teacher’s work: Emotions and educational change (pp. 31–43). Springer. CrossrefGoogle Scholar