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Article published In: Translation, Cognition & Behavior
Vol. 1:2 (2018) ► pp.361–390

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Teacher motivation and emotions vis-à-vis students’ positive perceptions of effective teaching and learning

A self-case study of longitudinal data in reflective translation pedagogy

 | University of Auckland
Published online: 27 September 2018
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https://doi.org/10.1075/tcb.00016.enr
Abstract
Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’ perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development.
Article outline
  • 1.Introduction
  • 2.Assessing teacher motivation and emotions: A complex business
  • 3.Theoretical framework
  • 4.Data description and interpretation
  • 5.Overall findings and discussion
  • Acknowledgements
  • Notes
  • References
References (44)
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Cited by (2)

Cited by two other publications

Raído, Vanessa Enríquez
2022. David and Goliath. In Re-Thinking Translator Education [Sprachen lehren – Sprachen lernen, ], ► pp. 149 ff. DOI logo
Abdel Latif, Muhammad M. M.
2020. Translation/Interpreting Learning and Teaching Practices Research. In Translator and Interpreter Education Research [New Frontiers in Translation Studies, ], ► pp. 39 ff. DOI logo

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