{"title":"Collaborative emotion regulation and professional development of student language teachers in online teaching: A community of practice perspective","authors":"Lei Wu , Chun-an Qiu , Bijun Ling","doi":"10.1016/j.tate.2025.104969","DOIUrl":null,"url":null,"abstract":"<div><div>This study adopts a community of practice perspective to explore how four student teachers collaboratively regulated emotions during a 16-week online Chinese-language teaching practicum, thereby fostering emotional and professional growth. Participants identified emotional challenges as shared concerns, transitioning from individual coping to collective strategies through reflective practices. Group reflection and iterative feedback deepened emotional awareness and supported the co-construction of effective regulation strategies. Collaborative engagement enhanced empathetic reflection, cultivated a sense of belonging, and redefined professional identity. Findings highlight shared emotional experiences and collective practices as crucial for emotion regulation and professional development in online teaching.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"158 ","pages":"Article 104969"},"PeriodicalIF":4.0000,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25000459","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study adopts a community of practice perspective to explore how four student teachers collaboratively regulated emotions during a 16-week online Chinese-language teaching practicum, thereby fostering emotional and professional growth. Participants identified emotional challenges as shared concerns, transitioning from individual coping to collective strategies through reflective practices. Group reflection and iterative feedback deepened emotional awareness and supported the co-construction of effective regulation strategies. Collaborative engagement enhanced empathetic reflection, cultivated a sense of belonging, and redefined professional identity. Findings highlight shared emotional experiences and collective practices as crucial for emotion regulation and professional development in online teaching.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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