Affects and emotions in teacher education practices with Letras students

a dialogue with remote teaching

Abstract

The COVID-19 pandemic brought significant changes to language teacher education, both in virtual and in-person settings. One of the main changes was the increased recognition of emotions as vital elements in the teaching-learning process. Within this context, situated in the field of Applied Linguistics (AL) that emphasizes the need for research addressing social issues (Moita Lopes, 2015), AL has emerged as a fertile ground for studies on affectivity (Aragão, 2023; Barcelos, 2015; 2022; Maia, Dantas, 2023). Therefore, this study aims to investigate how undergraduate Language students understand the affects and emotions that influenced their actions during pandemic remote teaching, facilitated by the implementation of socio-emotional activities by their teacher educators. To achieve this, we draw on theoretical frameworks from Spinozan and Vygotskian perspectives on affects and emotions (Spinoza, 2014 [1677]; Vygotsky, 2004 [1934]), in conjunction with research on emotions from the fields of the biology of knowing (Maturana, 2002), emotional education (Casassus, 2009), and emotional literacy (Barcelos, 2015). Data were generated through a feedback form regarding the courses taken by the undergraduates. Analysis of the data showed that participants experienced affects/emotions that enhanced their power to act, such as hope, relaxation, tranquility, reduced anxiety, relief, and gratitude. These emotions led to increased attendance, participation, and engagement in classes, improved concentration on content explanations, and strengthened connections with peers and teachers.