Preservice teachers´ emotions in teaching english to speakers of other lenguages: a documentary research.

Abstract

This monographic work aims to analyze previous research conducted between the years of 2015 to 2020 regarding preservice teachers’ emotions in Teaching English to Speakers of Other Languages (TESOL). In order to gather the documents, the four criteria proposed by John Scott (as cited in Ahmed, 2010) were used: authenticity of the documents, credibility of the documents, representativeness of the documents, and meaning derived from the documents. The data analysis was carried out through three steps: data reduction, data display, and data drawing and verifying conclusions (Ahmed, 2010). The results showed that most of the studies used a qualitative approach along with instruments such as questionnaires, reflective journals, and semi-structure interviews. Furthermore, the outcomes revealed that the most common emotions among preservice teachers were love, joy, hope, gratitude, and pride (from the positive emotions); while the negative emotions were frustration, nervousness, anxiety, sadness, anger, and fear. Some implications that emerged from this work include the implementation of reflection as an essential part of language education programs as well as teaching preservice teachers different emotion regulation strategies.