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In:Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 115–134

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Chapter 6
Sharing stories around the digital campfire

In-service teachers, cognition/emotion dissonance, and the asynchronous online classroom

 | Michigan State University
 | Michigan State University
Published online: 20 January 2022
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https://doi.org/10.1075/lllt.57.06gre
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.
Article outline
  • Linking language teacher cognition (LTC) with language teacher emotion (LTE)
  • Perezhivanie and narrative knowledging
  • Present study
    • Participants
    • Data collection
    • Short story analysis
  • Constructing a collaborative digital learning space
    • Igniting the digital campfire
    • Sharing narratives around the digital campfire to understand perezhivanie
  • Growing professionally as a result of cognition/emotional dissonance
    • Negotiating the emotion labor of the profession around the campfire
    • Sharing stories to support and growing professionally
  • Conclusion
  • References
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