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The Role of Emotions in Teacher Agency: A Study of Mexican English Language Educators
El papel de las emociones en la agencia docente: un estudio de educadores de inglés en México
DOI:
https://doi.org/10.15446/profile.v27n1.114867Keywords:
emotional experiences, emotional geographies, language teacher development, teacher agency (en)agencia docente, desarrollo docente de idiomas, experiencias emocionales, geografías emocionales (es)
This exploratory study examines the link between emotions and teacher agency across different geographical contexts. Semi-structured interviews and life stories were used and analyzed through Hargreaves’ emotional geography framework. The findings reveal that emotions significantly influence the teachers’ ability to manage classroom dynamics and implement positive changes. The research underscores the importance of empathy, ethics, and conflict resolution in building strong student relationships and supportive learning environments. It advocates for integrating emotional intelligence, empathy, and ethical decision-making into language teacher education programs to enhance teacher development and promote more inclusive, effective educational settings.
Este estudio exploratorio, a partir de entrevistas semiestructuradas e historias de vida, analiza las experiencias emocionales de cinco docentes de inglés en México usando el marco de las geografías emocionales de Hargreaves. Se examina cómo las emociones influyen en la agencia docente en diversos contextos geográficos y su impacto en la gestión del aula y la implementación de cambios positivos. La investigación subraya la importancia de la empatía, la ética y la resolución de conflictos para construir relaciones sólidas con los estudiantes y crear entornos de aprendizaje de apoyo. Se aboga por integrar la inteligencia emocional y la toma de decisiones éticas en la formación docente para promover entornos educativos más inclusivos y efectivos.
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