A Study On The Emotional Experience Of Volunteer Chinese Teachers' Role Adaption In Australia

As a member of the teacher group,volunteer Chinese teachers have not received enough attention from the research community.Since the research on the emotion of foreign language teachers is still in its infancy in China,this study hopes that this empirical study can contribute to this field.This study takes three volunteer Chinese teaches to Australia as the research object,mainly using the qualitative research method to present the emotional experience events in the role adaptation process,and then analyzing the characteristics of emotion and the emotion regulation strategy.Teachers' self-concept questionnaire mainly involves volunteer teachers' teaching ability,colleague relationship,the relationship between teachers and students,teaching satisfaction,risk acceptance and self acceptance.The results of the survey found that the inconsistency between teachers' perception of self concept and Australian teachers role requirements is the reason why volunteer Chinese teachers had difficulties in adapting the teacher's role in the beginning.This study obtains the interview text through face-to-face interview,and uses research tools Nvivo12 to encode interview text.Taking the adaption process as the timeline shows three volunteer teachers in the role adaptation process of the key emotional experience.Teachers' emotion mainly from unhappiness,depression to a sense of accomplishment and problems coexist,then to the final emotional differentiation,embodying the teachers' role in emotional complexity and dynamic characteristic.The study finds that the volunteer teachers adopts two kinds of emotion regulation strategies.Because novice teachers lack teaching experience,they can seldom predict the adjustment of emotional experience events in the process of role adaptation in advance.Therefore,teachers are more likely to adopt response modulation strategies,including taking actions,adapting,seeking help,compromise and self-strength.The second is the previous focus on regulatory strategies,including cognitive change,attentional deployment,situation modification,lower expectations,and situation selection.These emotional regulation strategies reflect the important role of personal initiative in the emotional adjustment of teachers.