Exploring tertiary english teachers’ emotions during their teaching practice: a case study
| dc.contributor.advisor | Coutinho Dos Santos, Jardel | |
| dc.contributor.author | Wong Barragan, Lesly Carolina | |
| dc.date.accessioned | 2025-11-27T14:41:00Z | |
| dc.date.available | 2025-11-27T14:41:00Z | |
| dc.date.issued | 2025 | |
| dc.description | This study explored the emotions experienced by two English teachers at a public university in Ecuador and how these emotions influence their teaching practice and professional well-being. Through interviews, observations, and visual narratives, both pleasant emotions such as enthusiasm and joy, and unpleasant emotions such as nervousness, frustration, sadness, and stress were identified. The teachers used various emotion regulation strategies, including breathing exercises and not taking situations personally, to maintain their resilience. While one teacher showed consistent emotional stability, both faced emotional challenges related to administrative responsibilities, family loss, and student behavior. The findings highlight the importance of acknowledging teachers’ emotional dimensions and supporting the development of skills to manage emotions in complex educational contexts with multiple demands. | |
| dc.description.abstract | Este estudio exploró las emociones experimentadas por dos docentes de inglés en una universidad pública de Ecuador y cómo estas influyen en su práctica docente y bienestar profesional. A través de entrevistas, observaciones y narrativas visuales, se identificaron emociones placenteras como entusiasmo y alegría, así como emociones desagradables como nerviosismo, frustración, tristeza y estrés. Los docentes utilizaron diversas estrategias de autorregulación emocional, como ejercicios de respiración y la capacidad de no tomar las situaciones personalmente, para mantener su resiliencia. Aunque uno de los docentes mostró estabilidad emocional constante, ambos enfrentaron desafíos emocionales relacionados con responsabilidades administrativas, pérdida familiar y comportamientos estudiantiles. Los resultados destacan la importancia de reconocer la dimensión emocional del profesorado y de apoyar el desarrollo de habilidades para manejar emociones en contextos educativos complejos y con múltiples demandas. | |
| dc.format.extent | 20 | |
| dc.identifier.citation | Wong Barragan, Lesly Carolina (2025). Exploring tertiary english teachers’ emotions during their teaching practice: a case study. Quevedo.UTEQ. 20 paginas | |
| dc.identifier.other | 220211 | |
| dc.identifier.uri | https://repositorio.uteq.edu.ec/handle/43000/8883 | |
| dc.language.iso | eng | |
| dc.publisher | Quevedo: UTEQ | |
| dc.rights | openAccess | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/ec/ | |
| dc.subject | English teachers | |
| dc.subject | Emotions | |
| dc.subject | Teaching practice | |
| dc.subject | Resilience | |
| dc.title | Exploring tertiary english teachers’ emotions during their teaching practice: a case study | |
| dc.type | Artículo |
