Evolving Attitudes And Emotional Dynamics Of Future English Teachers Throughout The Teaching Process Shabonova Shakhnoza Bakhriddinovna

Аннотация

This research deals with changes of the attitudes and emotions of future English teachers during instructional delivery. Teacher trainees experience a mixture of emotions with varying degrees of difficulty and growth opportunities during the different phases of their training. This study analyzes how those changes impact teaching style, teaching self-efficacy, and overall perception towards the profession. Data was collected over one semester from a cohort of 50 student-teachers using questionnaires and journaling. The analysis reveals that with experience, apprehension and self-doubt may set in, but a more positive and self-assured teaching identity also emerges. These shifts are critical for the development of resilient and successful educators. Keywords: Mood changes, attitudes, future teachers, English education, teacher training, teacher development. phases of emotions and psychology embarked on by a Introduction: One of the most recent and the most would-be teacher. complicated aspects of fostering well-being and enabling effective teaching is the understanding of the LITERATURE REVIEW emotional ups and downs EFL teachers undergo during Multiple studies have analyzed the emotional aspects their lessons. Drawing on the body of research on of student-teachers and how their perceptions of teacher thought, emotional management, and the teaching change over time. As noted by Bullough impact of specific teaching styles, this response aims to (1997), student-teachers tend to have and address some issues concerning the numerous factors “honeymoon” phase at the onset of their training, that bring about changes in feelings. which is filled with energy and idealism. This phase gets Teaching English is no exception in the world of followed by an “unpacking” phase where reality hits teaching. The pre-service English teachers’ professional the teacher, adjusting to classroom control, learner attitudes and general outlook on life will most probably behavior, and meticulous lesson planning (Beauchamp affect their didactic communication with the learners. & Thomas, 2009). The complexity of becoming a teacher includes Within the context of English language teaching, anticipating, being excited, getting annoyed, feeling Johnson (2009) notes that many future language insecure, and coming to a sense of mastery. Teacher teachers experience crippling self-doubt when faced educators need to provide purposefully planned with the expectations accompanying their roles. Lack of experiences that set of emotions in order to develop confidence is something very real, especially when appropriate responsiveness to the complex nature of teachers have to perform in front of their colleagues the profession [2]. and mentors. On the other hand, Kagan’s (1992) The intended outcome is to document the emotional research underlined that eventually student teachers states and attitudes of prospective English language come to have more confidence and clearer personal teachers during the working day and consider the understanding of their professional identity, which impact this will have on their professional enables them to make sense of these emotional highs development, based on the feedback gathered. This and lows. research intends to contribute to educators’ The influence of feedback and mentoring has proven to scholarship with regard to teacher training and the play a positive role in the emotional well-being of the formation of teaching identity by discovering the teacher candidates. Mentorship enables student International Journal of Pedagogics 363 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) teachers to reflect upon their experiences, and through programs may lead to: By including a trauma-informed guidance and reassurance from their mentors perspective in teacher training programs, future (Ingersoll, 2001), students are able to reclaim their lost teachers may be able to build stronger relationships confidence. This process contributes significantly to with their students, creating more effective and mood stabilization and the eventual development of a supportive learning environments. more positive attitude toward teaching Mindfulness and Meditation Practices. Mindfulness METHODS and meditation have been shown to promote emotional regulation and resilience [7] Self-awareness For this study, the research design was a mixed-method is also improved with practice of mindfulness and approach that integrated qualitative and quantitative meditation, which challenges us to pay attention to the data. The study took place over one semester with a present moment without judgement; for example by group of 50 prospective English teachers who were part regularly practicing mindfulness you can increase your of a teacher training program. Data collection was ability to be aware of your own emotional states conducted through three main avenues: without getting so consumed by them, which can lead Social