Abstract
As the educational landscape evolves to address emerging international demands (De Costa, Green-Eneix & Li, 2020), teacher educators and researchers have begun to reevaluate what it means to be a 'good' teacher within digital classrooms. An area that has not been fully explored is how language teacher cognition (LTC) and language teacher emotions (LTE) dialectically occur through the stories and conversations in asynchronous online language teaching classrooms. This semester-long netnographic case study (Kozinets, 2010) sets out to understand how a fully asynchronous class helps novice in-service language teachers better understand their LTC and LTE concerning their respective teaching contexts. We found a digital space for in-service teachers to develop professionally both in the classroom and their respective contexts. Copyright © 2022 John Benjamins Publishing Company. All rights reserved.
| Original language | English |
|---|---|
| Title of host publication | Language teacher development in digital contexts |
| Editors | Hayriye KAYI-AYDAR, Jonathon REINHARDT |
| Place of Publication | Amsterdam |
| Publisher | John Benjamins Publishing Company |
| Pages | 115-134 |
| ISBN (Electronic) | 9789027258243 |
| DOIs | |
| Publication status | Published - 2022 |
Citation
Green-Eneix, C., & De Costa, P. I. (2022). Sharing stories around the digital campfire. In H. Kayi-Aydar & J. Reinhardt (Eds.), Language teacher development in digital contexts (pp. 115-134). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.57.06greKeywords
- Emotions
- In-service teachers
- Teacher cognition
- Online classrooms
- Short stories