Abstract
The emotional experience of teachers in their professional contexts plays a pivotal role in their career development. Based on Bronfenbrenner’s Ecological Systems Theory (1979) and Hargreaves’ (2001) Emotional Geography Theory, drawing on interviews, journals and documents, this paper explores the emotion of expert middle school EFL teachers in their relationships with students, colleagues, administrators and the sociocultural contexts, and five dimensions of teachers’ emotional geographies are discussed. In addition, the author discusses the significance of exploring teacher emotion and providing training programs in teacher education and development, and calls on attention to teachers’ emotion.
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