Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching
This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow partic...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
2024
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| Online Access: | http://hdl.handle.net/20.500.11937/94835 |
| _version_ | 1848765936457220096 |
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| author | Janes, Sasha Chen, Julian |
| author_facet | Janes, Sasha Chen, Julian |
| author_sort | Janes, Sasha |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow participants to have their voices heard, thus enabling researchers to discover nuanced patterns linked to the social-emotional state and wellbeing of the community members, regarding fears, tensions, and resilience triggered by ERT. Multiple data sources were triangulated from the teacher’s reflection journal, digital teaching artifacts, debriefing sessions, interviews, and online questionnaire responses. Thematic analysis reveals teacher identity was re-envisioned through crisis teaching pedagogy and the regulation of negative emotions to facilitate agency, which reciprocally bolstered teacher identity. The findings also indicate teacher identity development is challenged and shaped by negotiating a new role in remote teaching, thus impacting pre-ERT identity. Hence, the emotion regulation trajectory of ERT can stimulate and encourage technology-enhanced professional learning as teacher agency and resilience reinforce a new identity reimagined as a capable online teacher. By situating novice teacher agency, emotion regulation, and emerging identity in crisis teaching, this netnographic research conceptualises how ERT presents not only challenges for novice teachers’ identity development and emotion, but also the sustainability and empowerment of online teaching and professional growth of impacted teachers of Asian languages. |
| first_indexed | 2025-11-14T11:43:10Z |
| format | Journal Article |
| id | curtin-20.500.11937-94835 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:43:10Z |
| publishDate | 2024 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-948352024-05-24T06:43:54Z Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching Janes, Sasha Chen, Julian This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow participants to have their voices heard, thus enabling researchers to discover nuanced patterns linked to the social-emotional state and wellbeing of the community members, regarding fears, tensions, and resilience triggered by ERT. Multiple data sources were triangulated from the teacher’s reflection journal, digital teaching artifacts, debriefing sessions, interviews, and online questionnaire responses. Thematic analysis reveals teacher identity was re-envisioned through crisis teaching pedagogy and the regulation of negative emotions to facilitate agency, which reciprocally bolstered teacher identity. The findings also indicate teacher identity development is challenged and shaped by negotiating a new role in remote teaching, thus impacting pre-ERT identity. Hence, the emotion regulation trajectory of ERT can stimulate and encourage technology-enhanced professional learning as teacher agency and resilience reinforce a new identity reimagined as a capable online teacher. By situating novice teacher agency, emotion regulation, and emerging identity in crisis teaching, this netnographic research conceptualises how ERT presents not only challenges for novice teachers’ identity development and emotion, but also the sustainability and empowerment of online teaching and professional growth of impacted teachers of Asian languages. 2024 Journal Article http://hdl.handle.net/20.500.11937/94835 10.29140/ajal.v7n1.1333 http://creativecommons.org/licenses/by-nc/4.0/ fulltext |
| spellingShingle | Janes, Sasha Chen, Julian Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching |
| title | Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching |
| title_full | Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching |
| title_fullStr | Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching |
| title_full_unstemmed | Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching |
| title_short | Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching |
| title_sort | enacting teacher emotion, agency, and professional identity: a netnography of a novice chinese language teacher’s crisis teaching |
| url | http://hdl.handle.net/20.500.11937/94835 |