Emotional Subjectivity in English Language Teachers' Professional Development

• Published in: ELT worldwide: Journal of English Language Teaching Vol. 11; no. 1; pp. 1 - 17
• Main Author: Dhungana, Siddhartha
• Format: Journal Article
• Language: English
• Published: English Language Education Graduate Program State University of Makassar 30-04-2024
• Subjects: devotional strength; english teachers' professional development; performative force; perspectives on emotion; self-directed behavior
• ISSN: 2303-3037; 2503-2291
• DOI: 10.26858/eltww.v11i1.30835

AbstractThis article examines emotion and its characteristics from both a western and an eastern perspective. It examines religious, philosophical, sociocultural, and neuropsychological viewpoints, as well as the role of emotion in self- and goal-directed behavior. It includes eastern insights from the Bhagavad Gita, as well as from an analysis of Bharatnatyam and Bhaktismriti, which emphasizes emotion as a devotional force and a performative strength. It also corroborates research studies that examine emotion as a research issue for English language teaching and learning. It explores possible dimensions of emotion as a devotional value, an aesthetic performative force, and a strength for self-regulated growth. It aims to present emotional subjectivity as an essential component of English language teachers' self-directed professional development. In the discussion and analysis of the research issue on English language teachers' professional growth, emotion is essentialized as a subjective element beyond the cognitive domain. This research study is beneficial for teacher educators, policymakers, trainers, and researchers since it presents a conceptual framework for emotion and its attributes for professional development.