An Investigation of Female English Language Teachers’ Felt Emotions, Their Emotion Regulation Strategies and The Effects of Their Emotions on Their Identities Within Turkish Context: Three Comparative Case Studies

This research aims to investigate English language teachers’ felt emotions, their emotion regulation strategies, and the complex interplay between their emotions and identities, with a particular focus on how emotions contribute to identity construction. Three female teachers working in different institutions (a secondary school, a high school, and a university) were selected as participants. The significance this study comes lies in its potential contribution to language teacher education programmes in Turkiye, as pre-service teachers are not well-equipped to face the emotional challenges when they become in-service teachers (Canli et al., 2024). Moreover, inservice teachers’ emotional challenges, how they could regulate their emotions, and how emotions can be used to strengthen their identities are not sufficiently addressed. Key word: language teachers' emotions<p></p>

Author dc:creator

• Eyyüp Fatih Vasi (21039449)

• language teacher identity
• teacher emotion regulation

Statement dc:rights

• All rights reserved
• Open Access after 2027-11-26

Identifier

10779/exe.32414631.v1

OAI identifier oai:identifier

oai:figshare.com:article/32414631