Mohammad N. Karimi is Professor of Applied Linguistics at Kharazmi University, Iran. His research interests include cognitive aspects of language learning and teaching, second language teacher education and development, teacher cognition, learner beliefs and psychology of language learning and teaching.Luis Javier Pentón Herrera is Professor at the University of Economics and Human Sciences in Warsaw, Poland and the 2024 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning. His research interests are situated at the intersection of identity, emotions and well-being in language and literacy education, social-emotional learning, autoethnography and storytelling, refugee education and language weaponization.Behzad Mansouri holds a PhD in Curriculum and Instruction from the University of Alabama, Tuscaloosa, USA and is currently a Program Evaluator and Research Specialist at Lakeshore Foundation, an internationally recognized non-profit organization with the mission of promoting advocacy and inclusion for individuals with disabilities.

• ContributorsAcknowledgmentsJuyoung Song: ForewordPart 1: Establishing Teacher Emotions as Personal and Professional DevelopmentChapter 1. Mohammad N. Karimi, Luis Javier Pentón Herrera and Behzad Mansouri: Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics                                 Chapter 2. Luis Javier Pentón Herrera and Anna Becker: Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied LinguisticsChapter 3. Juyoung Song: Language Teacher Emotion as Critical Inquiry for Professional Development and Personal GrowthChapter 4. Pamela Kimario, Ruth Harman, Shuang Fu and Elizabeth W. Mutunga: Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional DevelopmentChapter 5. Mohammad N. Karimi, Marzieh Khazraie and Behzad Mansouri: A Review-Based Model of the Interactions of Emotions, Psychological Well-Being and Personal/Professional Development Among Language TeachersChapter 6. Mostafa Nazari: The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting and Expression of Genuine Emotions                                                                                           Chapter 7. Julia Goetze: Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs Part 2: Teacher Emotions as Personal DevelopmentChapter 8. Zia Tajeddin and Maedeh Valamohammadi: Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family and Teaching ExperienceChapter 9. Mikel Gartziarena, Artzai Gaspar and Nerea Villabona: Pre-Service Teachers’ Emotions, Attitudes and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque CountryChapter 10. Liv H. Detwiler and James Coda: 'It’s Never Finished': A Duoethnographic Retracing of Our Becoming as Language EducatorsChapter 11. Takaaki Hiratsuka: Confronting Depression as an ALT in JapanChapter 12. Eduardo Castro: We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in BrazilPart 3: Teacher Emotions as Professional DevelopmentChapter 13. Luis Javier Pentón Herrera, Ufuk Keleş and Bedrettin Yazan: Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical and Transformative Self-ReflexivityChapter 14. Eva Seidl: A Teacher’s Emotional Journey Towards Translation- and Interpreting-Oriented Language TeachingChapter 15. Agnieszka Kałdonek-Crnjaković: Working with Language Learners with ADHD-like Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional DevelopmentChapter 16. Jacob Rieker: Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective       Chapter 17 Sarah Louise Mason, and Alice Chik: Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher EducationPeter I. De Costa: AfterwordIndex

This volume offers fresh insights into how emotions reflect and shape language teachers’ journeys. Rejecting emotion binaries, contributors showcase the potential of diverse teacher emotions to transform teaching practice, foster well-being, and inspire advocacy. This is a welcome resource for advancing compassionate and holistic teacher development.

Mohammad N. Karimi is Professor of Applied Linguistics at Kharazmi University, Iran. His research interests include cognitive aspects of language learning and teaching, second language teacher education and development, teacher cognition, learner beliefs and psychology of language learning and teaching.Luis Javier Pentón Herrera is Professor at the University of Economics and Human Sciences in Warsaw, Poland and the 2024 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning. His research interests are situated at the intersection of identity, emotions and well-being in language and literacy education, social-emotional learning, autoethnography and storytelling, refugee education and language weaponization.Behzad Mansouri holds a PhD in Curriculum and Instruction from the University of Alabama, Tuscaloosa, USA and is currently a Program Evaluator and Research Specialist at Lakeshore Foundation, an internationally recognized non-profit organization with the mission of promoting advocacy and inclusion for individuals with disabilities.

• ContributorsAcknowledgmentsJuyoung Song: ForewordPart 1: Establishing Teacher Emotions as Personal and Professional DevelopmentChapter 1. Mohammad N. Karimi, Luis Javier Pentón Herrera and Behzad Mansouri: Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics                                 Chapter 2. Luis Javier Pentón Herrera and Anna Becker: Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied LinguisticsChapter 3. Juyoung Song: Language Teacher Emotion as Critical Inquiry for Professional Development and Personal GrowthChapter 4. Pamela Kimario, Ruth Harman, Shuang Fu and Elizabeth W. Mutunga: Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional DevelopmentChapter 5. Mohammad N. Karimi, Marzieh Khazraie and Behzad Mansouri: A Review-Based Model of the Interactions of Emotions, Psychological Well-Being and Personal/Professional Development Among Language TeachersChapter 6. Mostafa Nazari: The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting and Expression of Genuine Emotions                                                                                           Chapter 7. Julia Goetze: Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs Part 2: Teacher Emotions as Personal DevelopmentChapter 8. Zia Tajeddin and Maedeh Valamohammadi: Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family and Teaching ExperienceChapter 9. Mikel Gartziarena, Artzai Gaspar and Nerea Villabona: Pre-Service Teachers’ Emotions, Attitudes and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque CountryChapter 10. Liv H. Detwiler and James Coda: 'It’s Never Finished': A Duoethnographic Retracing of Our Becoming as Language EducatorsChapter 11. Takaaki Hiratsuka: Confronting Depression as an ALT in JapanChapter 12. Eduardo Castro: We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in BrazilPart 3: Teacher Emotions as Professional DevelopmentChapter 13. Luis Javier Pentón Herrera, Ufuk Keleş and Bedrettin Yazan: Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical and Transformative Self-ReflexivityChapter 14. Eva Seidl: A Teacher’s Emotional Journey Towards Translation- and Interpreting-Oriented Language TeachingChapter 15. Agnieszka Kałdonek-Crnjaković: Working with Language Learners with ADHD-like Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional DevelopmentChapter 16. Jacob Rieker: Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective       Chapter 17 Sarah Louise Mason, and Alice Chik: Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher EducationPeter I. De Costa: AfterwordIndex

This volume offers fresh insights into how emotions reflect and shape language teachers’ journeys. Rejecting emotion binaries, contributors showcase the potential of diverse teacher emotions to transform teaching practice, foster well-being, and inspire advocacy. This is a welcome resource for advancing compassionate and holistic teacher development.

Mohammad N. Karimi is Professor of Applied Linguistics at Kharazmi University, Iran. His research interests include cognitive aspects of language learning and teaching, second language teacher education and development, teacher cognition, learner beliefs and psychology of language learning and teaching.Luis Javier Pentón Herrera is Professor at the University of Economics and Human Sciences in Warsaw, Poland and the 2024 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning. His research interests are situated at the intersection of identity, emotions and well-being in language and literacy education, social-emotional learning, autoethnography and storytelling, refugee education and language weaponization.Behzad Mansouri holds a PhD in Curriculum and Instruction from the University of Alabama, Tuscaloosa, USA and is currently a Program Evaluator and Research Specialist at Lakeshore Foundation, an internationally recognized non-profit organization with the mission of promoting advocacy and inclusion for individuals with disabilities.

• ContributorsAcknowledgmentsJuyoung Song: ForewordPart 1: Establishing Teacher Emotions as Personal and Professional DevelopmentChapter 1. Mohammad N. Karimi, Luis Javier Pentón Herrera and Behzad Mansouri: Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics                                 Chapter 2. Luis Javier Pentón Herrera and Anna Becker: Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied LinguisticsChapter 3. Juyoung Song: Language Teacher Emotion as Critical Inquiry for Professional Development and Personal GrowthChapter 4. Pamela Kimario, Ruth Harman, Shuang Fu and Elizabeth W. Mutunga: Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional DevelopmentChapter 5. Mohammad N. Karimi, Marzieh Khazraie and Behzad Mansouri: A Review-Based Model of the Interactions of Emotions, Psychological Well-Being and Personal/Professional Development Among Language TeachersChapter 6. Mostafa Nazari: The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting and Expression of Genuine Emotions                                                                                           Chapter 7. Julia Goetze: Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs Part 2: Teacher Emotions as Personal DevelopmentChapter 8. Zia Tajeddin and Maedeh Valamohammadi: Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family and Teaching ExperienceChapter 9. Mikel Gartziarena, Artzai Gaspar and Nerea Villabona: Pre-Service Teachers’ Emotions, Attitudes and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque CountryChapter 10. Liv H. Detwiler and James Coda: 'It’s Never Finished': A Duoethnographic Retracing of Our Becoming as Language EducatorsChapter 11. Takaaki Hiratsuka: Confronting Depression as an ALT in JapanChapter 12. Eduardo Castro: We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in BrazilPart 3: Teacher Emotions as Professional DevelopmentChapter 13. Luis Javier Pentón Herrera, Ufuk Keleş and Bedrettin Yazan: Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical and Transformative Self-ReflexivityChapter 14. Eva Seidl: A Teacher’s Emotional Journey Towards Translation- and Interpreting-Oriented Language TeachingChapter 15. Agnieszka Kałdonek-Crnjaković: Working with Language Learners with ADHD-like Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional DevelopmentChapter 16. Jacob Rieker: Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective       Chapter 17 Sarah Louise Mason, and Alice Chik: Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher EducationPeter I. De Costa: AfterwordIndex

This volume offers fresh insights into how emotions reflect and shape language teachers’ journeys. Rejecting emotion binaries, contributors showcase the potential of diverse teacher emotions to transform teaching practice, foster well-being, and inspire advocacy. This is a welcome resource for advancing compassionate and holistic teacher development.