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Feeling Paradoxes and Teaching in Struggles: A Sociopolitical Analysis of Language Teachers' Motivation and Emotion Work

https://doi.org/10.2139/ssrn.4683616
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Teachers’ and Students’ Second Language Motivational Self System in English‐Medium Instruction: A Qualitative Approach
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An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
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Language Teacher Motivation Research: Its Ends, Means and Future Commitments
inferredcites →https://doi.org/10.1007/978-3-319-75438-3_5openalex-extracted
Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research
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Teacher demotivational factors in the Japanese language teaching context
inferredcites →https://doi.org/10.1016/j.system.2011.04.010openalex-extracted
Teaching and Researching Motivation
inferredcites →https://doi.org/10.1016/j.system.2016.02.006openalex-extracted
Teacher (de)motivation from an Activity Theory perspective: Cases of two experienced EFL teachers in South Korea
inferredcites →https://doi.org/10.1016/j.system.2022.102745openalex-extracted
When language teacher emotions and language policy intersect: A critical perspective
inferredcites →https://doi.org/10.1016/j.system.2023.102995openalex-extracted
Rescuing “emotion labor” from (and for) language teacher emotion research
inferredcites →https://doi.org/10.1016/j.system.2023.103160openalex-extracted
Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies
inferredcites →https://doi.org/10.1016/j.tate.2011.03.010openalex-extracted
Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers
inferredcites →https://doi.org/10.1016/j.tate.2013.02.005openalex-extracted
Gaps too large: Four novice EFL teachers' self-concept and motivation
inferredcites →https://doi.org/10.1016/j.tate.2018.04.010openalex-extracted
Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach
inferredcites →https://doi.org/10.1016/j.tate.2019.102929openalex-extracted
What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities
inferredcites →https://doi.org/10.1016/j.tate.2020.103186openalex-extracted
The role of motivations and perceptions on the retention of inservice teachers
inferredcites →https://doi.org/10.1016/j.tate.2020.103228openalex-extracted
Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions
inferredcites →https://doi.org/10.1016/j.tate.2021.103350openalex-extracted
German student teachers’ decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience
inferredcites →https://doi.org/10.1016/j.tate.2023.104117openalex-extracted
A diary investigation of teachers’ emotional labor for negative emotions: Its associations with perceived student disengagement and emotional exhaustion
inferredcites →https://doi.org/10.1016/j.tate.2023.104348openalex-extracted
Teachers’ work motivation: Examining perceived leadership practices and salient outcomes
inferredcites →https://doi.org/10.1017/s0261444817000088openalex-extracted
The motivational dimension of language teaching
inferredcites →https://doi.org/10.1017/s0261444817000258openalex-extracted
Psychology for language learning: Spare a thought for the teacher
inferredcites →https://doi.org/10.1037//0003-066x.55.1.68openalex-extracted
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
inferredcites →https://doi.org/10.1037/0003-066x.55.1.68openalex-extracted
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
inferredcites →https://doi.org/10.1037/1076-8998.5.1.95openalex-extracted
Emotional regulation in the workplace: A new way to conceptualize emotional labor.
inferredcites →https://doi.org/10.1080/02607476.2022.2061841openalex-extracted
Beginning student teachers’ motivations for becoming teachers and their educational ideals
inferredcites →https://doi.org/10.1080/19415257.2017.1280524openalex-extracted
Teachers’ motivation to learn: implications for supporting professional growth
inferredcites →https://doi.org/10.1086/227049openalex-extracted
Emotion Work, Feeling Rules, and Social Structure
inferredcites →https://doi.org/10.1093/elt/58.2.118openalex-extracted
'That's why I do it': flow and EFL teachers' practices
inferredcites →https://doi.org/10.1111/j.1741-5446.2002.00187.xopenalex-extracted
“STRUCTURES OF FEELING” IN CURRICULUM AND TEACHING: THEORIZING THE EMOTIONAL RULES
inferredcites →https://doi.org/10.1177/0033688218777321openalex-extracted
English Language Teachers’ Vision and Motivation: Possible Selves and Activity Theory Perspectives
inferredcites →https://doi.org/10.1177/13621688231158789openalex-extracted
Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement
inferredcites →https://doi.org/10.14746/ssllt.2016.6.2.6openalex-extracted
EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales
inferredcites →https://doi.org/10.1515/cjal-2018-0035openalex-extracted
Caring to Teach: Exploring the Affective Economies of English Teachers in Singapore
inferredcites →https://doi.org/10.21832/9781783099467-006openalex-extracted
2. Language Teacher Motivation
inferredcites →https://doi.org/10.30827/digibug.53801openalex-extracted
Initial Career Motives and Demotivation in Teaching English as a Foreign Language: Cases of Korean EFL Teachers
inferredcites →https://doi.org/10.3389/fpsyg.2022.891452openalex-extracted
Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?
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