Exploring Emotional Vulnerability and Sense of Agency in the Digital Realm: A Three-Year Case Study of an EFL Teacher in South Korea

Abstract

This study presents the findings from a longitudinal case study on a Korean English teacher’s experience of emotional vulnerability and professional development in online teaching. Grounded in an ecological perspective on teacher agency and emotional vulnerability, the study investigates how and why the teacher exercised agency in navigating her emotional challenges and adapting to the virtual teaching environment. Data were collected from various sources, including interviews, observations, field notes, and artifacts, for three years. The findings showed that the intricate connection between the teacher’s multiple and dynamic emotions, beliefs, and concurrent working environments significantly influences her engagement in digital teaching practices. Furthermore, the teacher’s emotional vulnerability in virtual teaching facilitated her engagement in reflective and action-oriented practices, leading to a more proactive approach to exploring and implementing alternative teaching methods online. The findings highlight the interplay between emotions, agency, and identity development, emphasizing the importance of experiencing, understanding, negotiating, and expressing emotions to discover potential alternative teaching resources and methods in ever-changing teaching environments. This study provides insights into how teachers can leverage their emotions and exercise teacher agency to enhance their professional growth and adaptability in digital learning environments.