Emotional Subjectivity in English Language Teachers' Professional Development

Abstract

Abstract This article examines emotion and its characteristics from both a western and an eastern perspective. It examines religious, philosophical, sociocultural, and neuropsychological viewpoints, as well as the role of emotion in self- and goal-directed behavior. It includes eastern insights from the Bhagavad Gita, as well as from an analysis of Bharatnatyam and Bhaktismriti, which emphasizes emotion as a devotional force and a performative strength. It also corroborates research studies that examine emotion as a research issue for English language teaching and learning. It explores possible dimensions of emotion as a devotional value, an aesthetic performative force, and a strength for self-regulated growth. It aims to present emotional subjectivity as an essential component of English language teachers' self-directed professional development. In the discussion and analysis of the research issue on English language teachers' professional growth, emotion is essentialized as a subjective element beyond the cognitive domain. This research study is beneficial for teacher educators, policymakers, trainers, and researchers since it presents a conceptual framework for emotion and its attributes for professional development.

Keywords

• perspectives on emotion
• english teachers' professional development
• performative force
• devotional strength
• self-directed behavior