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Article summary:
1. This study examines the emotions experienced by experienced EFL teachers in their professional lives.
2. Positive emotions of liking and caring for students were most commonly found, while negative emotions such as anger were directed at institutions.
3. Research suggests that emotional understanding is important for educational reform and teacher development, and that there is a need to acknowledge the importance of emotions in teaching.
Article analysis:
The article “Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work” is an informative piece of research on the emotional experiences of EFL teachers in Tokyo universities. The article provides an overview of existing research on emotion and teacher development, both within education generally and within EFL specifically, before presenting the findings from interviews with experienced EFL teachers in Tokyo universities.
The article is well-structured and clearly written, making it easy to follow the argument presented. The author has provided a comprehensive review of relevant literature which serves to provide context for the study’s findings. The article also includes two implications for teacher development which are based on the findings from the interviews with EFL teachers in Tokyo universities.
The trustworthiness and reliability of this article can be assessed by looking at its potential biases and sources, one-sided reporting, unsupported claims, missing points of consideration, missing evidence for claims made, unexplored counterarguments, promotional content, partiality etc. In terms of potential biases or sources, it should be noted that all participants in this study were experienced EFL teachers working in Tokyo universities; thus any conclusions drawn may not be applicable to other contexts or populations. Additionally, it should be noted that some claims made in the article are not supported by evidence; for example when discussing how educational reform has focused on rational processes at the expense of emotional processes without providing evidence to support this claim. Furthermore, there are some points which could have been explored further such as how different types of emotions can affect teacher development; however these points are not discussed in detail in this article.
In conclusion, this article provides an informative overview of existing research on emotion and teacher development within education generally and within EFL specifically before presenting findings from interviews with experienced EFL teachers in Tokyo universities. While there are some potential biases or sources which should be taken into account when assessing its trustworthiness and reliability (e.g., all participants being experienced EFL teachers working in Tokyo universities