Abstract
In this chapter two language teacher-researchers share findings from a study of their emotional experiences of the sudden switch from face-to-face to online teaching in the initial stages of the COVID-19 pandemic in Australia. Using an auto-ethnographic narrative research approach, they share insights developed from recollection and retrospective analysis of audio-visual recordings of online sessions, accompanying side text chats, learning and teaching evaluation documents, using emotional appraisal theory and multimodal social semiotic approaches. In the study, emotion was both epistemic and pedagogic; it was related to ways of knowing and doing research as well as what teachers do. The chapter focusses on the ecstasies and agonies that arose for the teacher- researchers during the process of transitioning to the new online circumstances.
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McAlinden, M., Dobinson, T. (2021). Teacher Emotion in Emergency Online Teaching: Ecstasies and Agonies. In: Chen, J. (eds) Emergency Remote Teaching and Beyond. Springer, Cham. https://doi.org/10.1007/978-3-030-84067-9_13
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