Studies on language teachers' beliefs and emotions: Current status and future directions
Year: 2024
Type: article
Abstract: This paper provides a historical overview of research on language teachers' beliefs and emotions, examining how studies on teacher emotions have influenced research on beliefs and classroom practices. Using bibliometric analysis, we mapped trends and paradigms in the literature, focusing on significant developments in this field. Our findings reveal a notable increase in publications on language teacher beliefs, particularly since 2018, indicating growing academic interest. Highly cited studies predominantly emphasize the emotional aspects of teaching, signaling a broader shift in research focus from cognitive to emotional dimensions, commonly referred to as the "emotional turn." The analysis also identifies influential authors and institutions, with the USA, China, and the UK leading in contributions. Research themes have evolved over time, moving from foundational beliefs and teaching practices to more complex areas like teacher psychology, with particular attention to emotional regulation, identity, and agency in language teaching. Finally, we offer insights for future research, aiming to further explore the intricate relationship between teachers' beliefs and emotions.
Source: Heliyon
Authors: Yang Gao, Yanchen Liu, Yuqian Zeng, Xiaochen Wang
Institutions: Xi'an Jiaotong University, Air Force Engineering University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,100
OpenAlex ID: W4402909809