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The outbreak of COVID-19 strongly affected the educational field and classes had to migrate to virtual environments, which brought an array of different emotions for language teachers all over the world. Many studies on language teacher emotions have then been published in Brazil (Barcelos & Aragão, 2018; Barcelos et al., 2022; Peron, 2021) and abroad (Song, 2016, 2021, 2022), also focusing on teacher emotions in online teaching (Macintyre, Gregersen & Mercer, 2020; Ngo, 2021; Nguyen & Pham, 2023; Pham & Phan, 2021, 2022; Song, 2021, 2022; Yan & Wang, 2022). This chapter aims to contribute to this existing research by investigating the emotions of a Brazilian English language teacher during the COVID-19. Written and visual narratives, interviews, and field notes were used as data collection instruments, which were submitted to qualitative content analysis (Creswell, 1998; Holliday, 2002; Lincoln & Guba, 1985; Patton, 1990). The findings suggested emotions of love, gratitude, enthusiasm, and contentment related to connection with students and school support; as well as anxiety, frustration, and sadness about online teaching and lack of contact with students. The participant’s personality and identity helped her face the challenging times with positivity and enhance her well-being.

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Online Teaching during the Pandemics: Emotions of an English Teacher in Brazil

  • 章节

  • 发表日期：

    2025年

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  • Ana Maria Ferreira Barcelos,
  • Vagner Peron

摘要

The outbreak of COVID-19 strongly affected the educational field and classes had to migrate to virtual environments, which brought an array of different emotions for language teachers all over the world. Many studies on language teacher emotions have then been published in Brazil (Barcelos & Aragão, 2018; Barcelos et al., 2022; Peron, 2021) and abroad (Song, 2016, 2021, 2022), also focusing on teacher emotions in online teaching (Macintyre, Gregersen & Mercer, 2020; Ngo, 2021; Nguyen & Pham, 2023; Pham & Phan, 2021, 2022; Song, 2021, 2022; Yan & Wang, 2022). This chapter aims to contribute to this existing research by investigating the emotions of a Brazilian English language teacher during the COVID-19. Written and visual narratives, interviews, and field notes were used as data collection instruments, which were submitted to qualitative content analysis (Creswell, 1998; Holliday, 2002; Lincoln & Guba, 1985; Patton, 1990). The findings suggested emotions of love, gratitude, enthusiasm, and contentment related to connection with students and school support; as well as anxiety, frustration, and sadness about online teaching and lack of contact with students. The participant’s personality and identity helped her face the challenging times with positivity and enhance her well-being.