M. Faruq Ubaidillah, Emy Sudarwati, Nunung Suryati, Ehsan Namaziandost
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 two-month 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. © 2023, Western Australian Institute for Educational Research Inc.. All rights reserved.
Department of English Education, Universitas Islam Malang, Indonesia; Department of Languages and Literature, Universitas Brawijaya Malang, Indonesia; Department of English, Universitas Negeri Malang, Indonesia; Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran