"At times, I feel I'm talking to myself": An EFL teacher's emotional geographies in emergency remote teaching

• Published in: Issues in educational research Vol. 33; no. 2; pp. 821 - 838
• Main Authors: Ubaidillah, M. Faruq, Sudarwati, Emy, Suryati, Nunung
• Format: Journal Article
• Language: English
• Published: Perth, WA Institutes for Educational Research in NSW, SA and WA 01-01-2023; Western Australian Institute for Educational Research Inc
• Subjects: Adjustment (to Environment); Affordances; Barriers; Classroom management; College Faculty; COVID-19; Cultural Influences; Discipline; Distance Education; Distance learning; Emotional Response; Emotions; English (Second Language); English language; Ethics; Faculty Development; Foreign Countries; Foreign speakers; Language Teachers; Online Courses; Online instruction; Pandemics; Physical geography; School Closing; Second Language Instruction; Students; Study and teaching; Teacher Attitudes; Teacher-student relationships; Teaching Conditions; Technological innovations; Technological Literacy; Values; Women Faculty; Indonesia
• ISSN: 0313-7155; 1837-6290

This paper reports on a narrative study that delves into the emotional experiences of an EFL teacher in emergency remote teaching situated in a higher education context in Indonesia. Data for this study were garnered from in-depth interviews during a twomonth period. Anchored by Hargreaves' (2001a) emotional geographies on physical, moral, sociocultural, professional, and political aspects of lecturing, the study's findings revealed that the participant experienced sustainable adaptation through negotiated emotional changes in her emergency remote teaching. Such a situated practice gives rise to the issue of teacher professional development in times of crisis and how policymakers treat teacher emotions as an embedded domain in the teaching profession. The study also unveiled participants' agentive actions in overcoming the emotional geographies during emergency remote teaching. This empirical evidence situates teacher emotion as an influential aspect of a teacher's professional growth.