Collaborative emotion regulation and professional development of student language teachers in online teaching: A community of practice perspective

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-02-17 DOI:10.1016/j.tate.2025.104969

Lei Wu , Chun-an Qiu , Bijun Ling

引用次数: 0

Abstract

This study adopts a community of practice perspective to explore how four student teachers collaboratively regulated emotions during a 16-week online Chinese-language teaching practicum, thereby fostering emotional and professional growth. Participants identified emotional challenges as shared concerns, transitioning from individual coping to collective strategies through reflective practices. Group reflection and iterative feedback deepened emotional awareness and supported the co-construction of effective regulation strategies. Collaborative engagement enhanced empathetic reflection, cultivated a sense of belonging, and redefined professional identity. Findings highlight shared emotional experiences and collective practices as crucial for emotion regulation and professional development in online teaching.

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网络教学中学生语言教师的协同情绪调节与专业发展：一个实践共同体的视角

本研究采用社群实践视角，探讨四名实习教师在为期16周的在线汉语教学实习中如何协同调节情绪，从而促进情感和专业成长。参与者将情感挑战视为共同关注的问题，通过反思实践从个人应对转变为集体策略。小组反思和迭代反馈加深了情绪意识，支持了有效调控策略的共同构建。协作参与增强了移情反思，培养了归属感，并重新定义了职业身份。研究结果强调，共享情感体验和集体实践对于在线教学中的情绪调节和专业发展至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.