2024/09/09 by Şeyma Toker-Bradshaw, Şeyma Toker, Yasemin Tezgiden-Cakcak
Social Sciences · #Global Education and Multiculturalism #Innovative Education and Learning Practices #Teacher Education and Leadership Studies
paper · pdf · doi:10.1177/00336882241279463
crossref issued 2024/09/09 · crossref published 2024/09/09 · crossref published-online 2024/09/09 · openalex publication_date 2024/09/09 · crossref created 2024/09/09 · openalex created_date 2024/09/10 · crossref published-print 2025/04/01 · crossref deposited 2026/05/01 · crossref indexed 2026/07/25 · openalex updated_date 2026/07/25
Earlier research has established that language teachers’ identity work is intertwined with emotions and called for incorporating emotions in language teacher education. Yet, there is limited research investigating how teacher education programmes pedagogize identity, emotions and agency to help pre-service teachers gain critical emotional reflexivity. To respond to this gap in the literature, we pedagogized Kayi-Aydar’s emotion–identity–agency triangle via three teacher learning activities in a critical practicum course in a pre-service English language teaching programme in Turkey: reflective emotion diary; auto-ethnography; and critical issues analysis and advocacy project. In this study, we explore a Korean pre-service language teacher's (Iris's) case to demonstrate how she navigated her emotions, identity and agency throughout the practicum course with the help of these teacher learning activities and critical, dialogical supervision in our course. At the beginning of the term, Iris expressed anxiety due to her novice non-native pre-service teacher identity. Yet, as she gained critical emotional reflexivity, Iris could reflect on her emotions critically, transform her internalized deficit view of her identity as a novice non-native pre-service teacher and perform her multicultural and multilingual identity in her emerging pedagogy. We argue that findings from this study offer evidence that when intentionally and systematically supported by second language (L2) teacher educators through the design of teacher learning activities, pre-service L2 teachers can develop critical reflexivity of their emotions and emotion labour and recruit this awareness for teacher agency even over a short period of time and in contexts of power imbalance such as pre-service practicum experience. We offer recommendations for L2 teacher educators.