Enhancing Instructors’ Emotional Reflection in Online Classroom Instruction
Language Teachers’ Emotional Dynamics in Technology-Based Contexts, Springer Nature, ss.55-74, 2025
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2025
- Doi Numarası: 10.1007/978-981-95-2569-0_4
- Yayınevi: Springer Nature
- Sayfa Sayıları: ss.55-74
- Anahtar Kelimeler: Emotional reflection, Independent study, Interpersonal interaction, Online education, Online instruction
- İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet
Özet
This study attempted to enhance the understanding of online teaching and learning experiences in light of the recent surge in demand for online education. It investigated three teacher educators’ emotional experiences and challenges during online teaching, focusing on teacher identity, pedagogy, and student participation through a self-study of online teaching. The researchers of this study conducted a self-study of online teaching to gain a deeper understanding of their feelings and challenges toward online learning. By contemplating their experiences as online instructors, they gained a more comprehensive understanding of the influence of their students’ emotions on the classroom environment. They found that the subsequent reflection and students’ opinions regarding their participation and non-participation were instrumental in teachers’ ability to gain a more comprehensive understanding of students’ experiences. This issue alleviated their personal apprehensions regarding their capacity to serve as mentors and educators, all the while solidifying their status as online educators. The findings suggest that critical reflection could promote pedagogical development by leveraging the emotional experiences of both teachers and students. Additionally, teachers can benefit from opportunities to engage in self-reflective work on emotions, which can help them advance both personally and professionally.