Guest Editors:
Ali Derakhshan, AA, BA (Dist.), MA (Dist.), PhD
Associate Professor of Applied Linguistics, Golestan University, Iran
Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Shahid Beheshti St., Gorgan, Golestan, Iran
Phone: +98 17 3225 4260
ORCID: https://orcid.org/0000-0002-6639-9339
Email: a.derakhshan@gu.ac.ir and aderakhshanh@gmail.com
Yongliang Wang, BA, MSc, PhD
Associate Professor in Applied Linguistics, Nanjing Normal University, China
School of Foreign Languages and Cultures, Nanjing, No.122 Ninghai Road, Gulou District, Nanjing, Jiangsu Province, China
Phone: +86 1783 7837 639
ORCID: https://orcid.org/0000-0002-4672-8481
Email: Godfreyeducation@163.com
Yongxiang Wang, BA, MA, PhD
Professor in Applied Linguistics, School of Foreign Languages and Cultures, Nanjing Normal University, China
ORCID ID: https://orcid.org/0000-0002-0853-2939
Email: nshdyxwang@163.com
I. Overview and Rationale for the Special Issue:
Over the past two decades, there has been a growing interest in examining language teachers’ professional identity (Derakhshan & Nazari, 2022a; Yazan, 2023). Teacher professional identity is generally a dynamic, multilayered, and evolving construct, playing a vital role in teachers’ professional success (Pennington & Richards, 2016; Yazan, 2018). That is, how teachers perceive their profession and their professional responsibilities directly affect their performance in instructional environments (Borg 2019). Most language professionals agree upon the fact that language teachers’ perceptions of the teaching profession and their role as language teachers originate from their ongoing interpretations of professional experiences (Derakhshan & Nazari, 2022b; Derakhshan et al., 2023; Tajeddin & Adeh, 2016; Yazan, 2023). In fact, they assume that the pleasant and unpleasant emotions teachers experience in response to classroom climate, administrators’ and colleagues’ behaviors, and students’ learning outcomes can shape their professional identity.
Taking this assumption into consideration, several language scholars to date have explored the role of emotions in language teachers’ identity formation. However, a short glance at the available literature reveals that the research on the role of emotions in constructing and reconstructing English teachers’ professional identity is still in its infancy. In fact, little is known about the interaction between English teachers’ emotions and their professional identity. To bridge this gap and shed more light on the function of emotions in constructing English teachers’ professional identity, the present special issue seeks to bring together studies assessing the potential influences of positive and negative emotions on EFL and ESL teachers’ identity formation.
This special issue particularly welcomes original research, intervention-based studies, critical reports, synthetic reviews, and meta-analyses. Regarding the design of studies in this area, they can be longitudinal, qualitative exploration of a few cases in detail, experimental, large-scale quantitative exploration of correlational or cause-effect relationships, or mixed methods research studies. Studies that go beyond self-reported data by using observations and narrative inquiry are highly welcomed in this special issue. Finally, to ensure the interplay between emotions and professional identity formation, this special issue suggests that scholars use robust statistical methods such as multiple regression, confirmatory factor analysis, and structural equation modeling.
Potential keywords include but are not limited to the following:
EFL and ESL Teachers, Teacher Professional Identity, Identity Formation, Professional Experiences, Pleasant Emotions, Unpleasant Emotions, Aggression, Anger, Boredom, Dissatisfaction, Frustration, Stress, Autonomy, Agency, Classroom Climate, Enthusiasm for Teaching, Growth Mindset, Job Satisfaction, Organizational Commitment, Passion, Self- and collective efficacy, Teaching Enjoyment, Perceived Colleague Support, Principal Behavior
II. Information on submissions:
Submissions should be well-written and well-documented research articles in English. Analysis and data can be quantitative or qualitative (or both). Manuscripts are reviewed and evaluated anonymously by the special issue review team members of the journal. In line with the guidelines of the journal, papers are evaluated for the degree of scholarly research, relevance, and originality of conclusions.
All submissions must be first checked by the journal editorial office and the special issue Lead Editor; then the Lead Editor assigns the manuscripts to the guest editors.
Manuscript submission guidelines must be carefully considered. If submissions do not include the appropriate formatting, declarations, ethical approvals, and related materials they will not be permitted to proceed to review. Manuscripts must be submitted through the “Journal Submission portal” and those submitted through any other means will not be considered for inclusion in this special issue. If manuscripts are not up to par with the standards set by the Asian-Pacific Journal of Second and Foreign Language Education regarding English language, content, or relevance then they will be rejected.
III. Timeline for the SI
Deadline for submissions: October 20, 2024
References:
Borg, S. (2019). Language teacher cognition: Perspectives and debates. In X. Gao (Ed.), Second handbook of English language teaching (pp. 1149–1170). Springer. https://doi.org/10.1007/978-3-030-02899-2_59
Derakhshan, A., & Nazari, M. (2022a). “I am fed up with the criticisms”: Examining the role of emotional critical incidents in a novice teacher’s identity construction. The Asia Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00666-1.
Derakhshan, A., & Nazari, M. (2022b). Examining teacher identity construction in action research: The mediating role of experience. Educational Studies. https://doi.org/10.1080/03055698.2022.2073177
Derakhshan, A., Wang, Y., & Ghiasvand, F. (2023). “I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review. https://doi.org/10.1515/applirev-2023-0089
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
Tajeddin, Z., & Adeh, A. (2016). Native and nonnative English teachers' perceptions of their professional identity: Convergent or divergent? Iranian Journal of Language Teaching Research, 4(3), 37–54.
Yazan, B. (2018). A conceptual framework to understand language teacher identities. Journal of Second Language Teacher Education, 1(1), 21–48.
Yazan, B. (2023). Incorporating teacher emotions and identity in teacher education practices: affordances of critical autoethnographic narrative. The Language Learning Journal, 51(5), 649–661. https://doi.org/10.1080/09571736.2023.2239843