Academic Journal
TESOL Teacher Educator Emotion on GenAI and Expertise Development
| Τίτλος: | TESOL Teacher Educator Emotion on GenAI and Expertise Development |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Tamara Mae Roose (ORCID |
| Πηγή: | TESOL Journal. 2026 17(3). |
| Διαθεσιμότητα: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Language Teachers, English (Second Language), Teacher Educators, Teacher Attitudes, Expertise |
| DOI: | 10.1002/tesj.70147 |
| ISSN: | 1056-7941 1949-3533 |
| Περίληψη: | Rapid advancement of GenAI technologies has elicited strong emotional reactions, increasing the demand for educators to enhance their expertise regarding these innovations. This paper examines the dialogic development of two TESOL teacher educators' expertise by exploring their initial reactions to GenAI use in education through their individually written memos and reflective dialog, along with Zoom class transcripts, Zoom chat box conversations, and teacher candidates' weekly assignments. Findings suggest that the teacher educators' reactions were characterized by intrigue, uncertainty, insecurity, and duty tied to their different background knowledge, roles, and responsibilities. The dialogic relationship between their emotions and expertise development suggests that adaptive expertise is facilitated by reflection and social interaction, shaped by internal and external pressures. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1515979 |
| Βάση Δεδομένων: | ERIC |
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