Abstract
Given the role of emotional factors in effective teaching and inspired by a number of socio-philosophical, linguistic and psychological theories including Developmental, Individual-difference, Relationship-based (DIR) model and the concept of emotioncy, the present study is an attempt to introduce envolver as a new role for teachers. Sense-related emotions towards a word or an entity that can relativise cognition fluctuate from avolvement (having no feelings) and exvolvement (having heard, seen or touched) to involvement (having had direct experience or having done research). Accordingly, teachers seem to adopt an envolving role in which they avolve, exvolve or involve the learners in different classroom practices. By conducting semi-structured interviews, the researchers asked 24 language teachers to nominate the topics they preferred the learners to be avolved, exvolved or involved in class. The findings revealed thematised topics for each category, including taboos for avolvement, routine topics for exvolvement, and life-related and thought-provoking ones for involvement. Finally, the results were discussed in the context of education.
Highlights
Teacher success or effectiveness has often been subjected to numerous educational variables; generally a successful teacher is clearly a person whose skills and attempts enhance academic achievements in an optimal manner (Parsley & Corcoran, 2003)
One of the central issues underlying the past debates about teacher roles has been concerned with the knowledge and skills that different approaches demand of teachers to be successful in the teaching profession
The extensive writing on teacher roles in education may suggest that teachers deal with the pre-determined goals to reach, the tasks to perform and the specific teaching practices and actions to undertake in order to impart knowledge to students efficiently (Mir & Jain, 2016)
Summary
Teacher success or effectiveness has often been subjected to numerous educational variables; generally a successful teacher is clearly a person whose skills and attempts enhance academic achievements in an optimal manner (Parsley & Corcoran, 2003). The extensive writing on teacher roles in education may suggest that teachers deal with the pre-determined goals to reach, the tasks to perform and the specific teaching practices and actions to undertake in order to impart knowledge to students efficiently (Mir & Jain, 2016). By and large, these roles are determined by a variety of approaches rooted in major schools of thought in philosophy, psychology, sociology, neurology, etc. The major teacher roles can be classified into behavioristic, cognitive, humanistic, constructivist and emotional ones, the last of which has recently received burgeoning attention (e.g., Goleman, 1995; Greenspan, 1992; Greenspan & Shanker, 2004; Greenspan & Wieder, 1998; Salovey & Mayer, 1990; Tormey, 2005)
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