Research On Emotion Regulation Strategies Of English Student Teachers In Senior High School

For a long time,we focus more on teachers' professional development,but less on teachers' emotion and its effect on teachers.Teachers' emotion,as the driving force of teachers' professional development,is the internal cause to promote teachers' behavior.It affects teachers' identity and self-efficacy,and is a crucial factor affecting teacher's professional development.As the new force of future teachers,student teachers play the dual roles of “learners” and “teachers”,and their complex emotional experience has a profound impact on their professional identity.Compared with ordinary student teachers,student teachers of English major bear more pressure.The biggest pressure comes from the lack of English language environment.The language that is taught for them is a foreign language rather than the mother tongue.It is a challenge for teachers to teach English in concise and appropriate approaches.The particularity of classroom interlanguage and teaching content determines the particularity of English student teachers.This study explores the emotional experience and regulation strategies of five English student teachers in the process of education practice through narrative inquiry.The three research questions addressed in the present study are:(1)What emotions do English student teachers of senior high school experience?(2)What emotion regulation strategies have been adopted by the student teachers?(3)What are the factors affecting student teachers' emotion regulation strategies? The research results indicate that:(1)English student teachers of senior high school experience positive,negative and mixed emotions.According to the statistics frequency,student teachers feel the most are negative emotions,including great pressure,confusion,frustration,depression,unhappiness,disappointment and shock.The second is positive emotions,which includes happiness,sense of accomplishment,excitement,incentives,expectations and love.The third type is mixed emotion,which mainly include pain and happiness,as well as love and hate.(2)Student teachers mainly adopt two types of emotion regulation strategies.The first one is response-focused emotion regulation,which refers to the regulation of emotion by enhancing,reducing,extending or shortening the response,including the specific strategies of adaptation,suppression of expression,relaxation,communication and self-strengthening.The second type is antecedent-focused emotion regulation strategy that includes cognitive restructuring,lowering expectations,attention deployment and isolation.In the process of practice,student teachers will use more response-focused emotion regulation strategy.(3)The emotion regulation strategies of the student teachers are primarily influenced by three factors,namely,the teacher's personality trait,campus cultural context and social-cultural context.This study attempts to provide some enlightenment for English student teachers in education practice.Based on the research findings,this study finally summarizes the characteristics of emotional experience,emotional regulation strategies and the factors affecting the emotion regulation strategies in the education practice of high school English student teachers.It is hoped that,in dealing with emotional problems of student teachers,some factors such as the emotional needs from society,school and teacher educators for the student teachers need to be taken into account.Therefore,this study has three practical implications for the development of senior high school English student teachers.For social policy makers or leaders,they are expected to recognize various environmental factors that affect the emotions of the student teachers and try their best to improve the environment and create favorable conditions.Empower teachers,talk with teachers and reduce the influence of administration.For student teacher themselves,they can learn a variety of emotion regulation strategies and give full play to their subjective initiative to effectively manage their emotions and timely adjust their own emotions by suitable regulation strategies.For teacher educators,teachers' emotional regulation workshops can beappropriately carried out and additional emotional regulation courses should be set up to help more student teachers master emotional regulation strategies and systematically popularize and enrich teachers' emotional knowledge.