Acker, S. (1999). The realities of teachers’ work: Never a dull moment. London: Cassell.
Averill, J. R., & More, T.A. (2004). Happiness. In L. M. Haviland & J. M. Jones (Eds.), Handbook of emotions (pp. 663-676). New York: The Guilford Press.
Barbalet, J. M. (1998). Emotion, social theory, and social structure. Cambridge: Cambridge University Press.
Beck, C., & Kosnic, C. M. (1995). Caring for the emotions: Toward a more balanced schooling. In A. Neiman (Ed.), Philosophy of education (pp. 161-169). Urbana, IL: Philosophy of Education Society.
Benesch, S. (2012). Considering emotions in critical English language teaching: Theories and praxis. New York: Routledge.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.
Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
Brownlee, J. M. (2003). Paradigm shifts in preservice teacher education students: A case study of changes in epistemological beliefs for two teacher education students. Australian Journal of Educational and Developmental Psychology, 3(1), 1-6.
Bullough, R. V. (2009). Seeking eudaimonia: The emotions in learning to teach and to mentor. In P. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impacts on teachers’ lives (pp. 33-53). New York: Springer.
Bullough, R. V. Jr., & Pinnegar, S. (2009). The happiness of teaching (as eudaimonia): Disciplinary knowledge and the threat of performativity, Teachers and Teaching, 15(2), 241-256.
Cho, D. (2005). Lessons of love: Psychoanalysis and teacher-student love. Educational Theory, 55(1), 79-96.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Upper Saddle River.
Cross, D. I., & Hong, J. Y. (2009). Beliefs and professional identity: Critical constructs in examining the impact of reform on the emotional experiences of teachers. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 273-296). New York: Springer.
Damasio, A., Stella, F., & Helderman, S. (2010). Self comes to mind. USA: Brilliance Audio, Incorporated.
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting work, lives, and effectiveness. Maidenhead: Open University Press.
Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39(3), 13-15.
Edge, J. (1988). Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42(1), 9-13.
Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils? Teachers and Teaching: Theory and Practice, 18(4), 491-507.
Fisher, C. D. (2000). Mood and emotions while working: Missing pieces of job satisfaction. Journal of Organizational Behavior, 21(2), 185-202.
Frederickson, B. L. (2004). The broaden-and-build theory of positive emotions: Philosophical transactions of the royal society of London. Biological Sciences, 359, 1367-1377.
Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47(1), 1-53.
Freeman, D. (2004). Language, sociocultural theory, and L2 teacher education: Examining the technology of subject matter and the architecture of instruction. In M. R. Hawkins (Ed.), Language learning and teacher education: A sociocultural approach (pp. 169-197). Clevedon, UK: Multilingual Matters.
Freeman, D. (2009). The scope of second language teacher education. The Cambridge Guide to Second Language Teacher Education, 11-19.
Freeman, D., & Johnson, K. E. (2005). Toward linking teacher knowledge and student learning. Second Language Teacher Education: International Perspectives, 73-95.
Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 494-519). New York: Routledge.
Gibbons, S. (2013). The aims of English teaching: A view from history. Changing English, 20(2), 138-147.
Goldstein, L. (1997). Teaching with love: A feminist approach to early childhood education. New York: Peter Lang.
Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second‐language teachers’ development. Teachers and Teaching, 10(3), 307-327.
Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111.
Graddol, D. (2006). English next. London, UK: British Council.
Gregersen, T. S., & MacIntyre, P. D. (Eds.). (2017). Innovative practices in language teacher education spanning the spectrum from intra to interpersonal professional development. England: Springer International Publishing AG.
Hargreaves, A. (1998a). The emotional practice of teaching. Teaching and Teacher Education, 14, 835-854.
Hargreaves, A. (1998b). The emotional politics of teaching and teacher development: With implications for educational leadership. International Journal of Leadership in Education, 1, 315-336.
Hargreaves, A. (2000) Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826
Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: State University of New York Press.
Isenbarger, L., & Zembylas, M. (2006). The emotional labor of caring in teaching. Teaching and Teacher Education, 22(1), 120-134.
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge.
Johnson, K. E., & Golombek, P. R. (Eds.). (2011). Research on second language teacher education: A sociocultural perspective on professional development. New York: Routledge.
Khong, T. D. H., & Saito, E. (2014). Challenges confronting teachers of English language learners. Educational Review, 66(2), 210-225.
King, J. (2016). “It’s time, put on the smile, it’s time!”: The emotional labor of second language teaching within a Japanese university. In C. Gkonou, D. Tatzl, & S. Mercer (Eds.), New directions in language learning psychology (pp. 97-112). Berlin: Springer.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge.
Larsen-Freeman, D. (2017). Complexity theory: The lessons continue. In L. Ortega & Z.-H. Han (Eds.), Complexity theory and language development: In honor of Diane Larsen-Freeman. (pp. 280-299). Amsterdam: John Benjamins.
Ladson-Billings, G. (1994). What we can learn from multicultural education research. Educational Leadership, 51(8), 22-26.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: SAGE Publications.
Little, J. W. (1996). The emotional contours and career trajectories of (disappointed) reform enthusiasts. Cambridge Journal of Education, 26, 345-359.
Little, J. W. (2000). Emotionality and career commitment in the context of rational reforms. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Loughran, J., & Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21(2), 193-203.
Lortie, D. C. (1975). Schoolteacher: A sociological study. London: The University of Chicago Press.
Lui, D., An, G.-S., Baek, K.-S., & Han, N.-O. (2004). South Korean high school English teachers’ code switching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38(4), 605-638.
Manning, P. K., & Cullum-Swam, B. (1994). Qualitative data analysis: An expanded sourcebook. Newbury Park, CA: SAGE Publications
Mason, S., & Poyatos Matas, C. (2016). Social capital: A vital ingredient for retaining foreign language teachers. Asian-Pacific Journal of Second and Foreign Language Education, 1, 1-19.
McLaren, P. (2000). Paulo Freire’s pedagogy of possibility. Freirean Pedagogy, Praxis, and Possibilities: Projects for the New Millennium, 1-22.
McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Boston, MA: Pearson.
Merriam, S. B. (2010). Adult learning. In P. Peterson, E. Baker, & B. McGaw (Eds.), An encyclopedia of education (pp.12-17). USA: Elsevier Science.
Nguyen, M. (2014). Preservice EAL teaching as emotional experiences: Practicum experience in an Australian secondary school. Australian Journal of Teacher Education, 39(8), 63-84.
Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26, 293-306.
Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: Lawrence Erlbaum.
Noddings, N. (2005). What does it mean to educate the whole child? Educational Leadership, 63(1), 8-13.
Norman, D. A. (1981). Twelve issues for cognitive science. In D. A. Norman (Ed.), Perspectives on cognitive science (pp. 265-295). Norwood, NJ: Ablex.
O’Connor, K. E. (2008). “You choose to care”: Teachers emotions and professional identity. Teaching and Teacher Education, 24(1), 117-126.
Pappa, S., Moate, J., Ruohotie-Lyhty, M., & Etelapelto, A. (2017). CLIL teachers in Finland: The role of emotions in professional identity negotiation. Apples, 11(4), 79-99.
Pekrun, R. (2009). Emotions at school. In R. W. Kathryn & A. Wigi (Eds.), Handbook of motivation at school (pp. 575-604). New York: Routledge.
Pekrun, R., vom Hofe, R., Blum, W., Frenzel, A. C., Goetz, T., & Wartha, S. (2007). Development of mathematical competencies in adolescence: The PALMA longitudinal study. In M. Prenzel (Ed.), Studies on the educational quality of schools: The final report of the DFG priority program (pp. 17-37). Munster: Waxmann.
Phelps, P. H., & Benson, T. R. (2012). Teachers with a passion for the profession, Action in Teacher Education, 34(1), 65-76.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press.
Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers’ identity narratives during the first years at work. Teaching and Teacher Education, 30(1), 120-129.
Ross, A. S. (2015). From motivation to emotion: A new chapter in applied linguistics research. University of Sydney Papers in TESOL, 10(1), 1-27.
Sarason, S. B. (1998). Political leadership and educational failure. San Francisco: Jossey-Bass Inc.
Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns, and implications for professional development. Journal of Educational Change, 14, 303-333.
Spencer, D., Walby, K., & Hunt, A. (Eds.). (2012). Emotions matter: A relational approach to emotions. London: University of Toronto Press.
Stets, J. E. (2012). Current emotion research in sociology: Advances in the discipline. Emotion Review, 4(3), 326-334.
Stough, L. M., & Emmer, E. (1998). Teachers’ emotions and test feedback, Qualitative Studies in Education, 11, 341-361.
Sweeney, D. (2003). Learning along the way: Professional development by and for teachers. New York: Stenhouse Publishers.
Tsang, K. K. (2016). Teacher alienation in Hong Kong. Discourse: Studies in the cultural politics of education. Retrieved March 25, 2017, from the World Wide Web: http://doi.org/10.1080/01596306.2016.1261084
Tsang, K. K., & Kwong, T. L. (2016). Emotional experience of caam2 in teaching: Power and interpretation of teachers’ work. Frontiers in Psychology, 7, 1400.Retrieved January 1, 2018, from the World Wide Web: https://www.ncbi.nlm. nih.gov/pmc/articles/PMC5020618/
Vallerand, R. J., Paquet, Y., Philippe, F. L., & Charest, J. (2010). On the role of passion for work in burnout: A process model. Journal of Personality, 78(1), 289-312.
Xu, Y. (2013). Language teacher emotion in relationships: A multiple case study. In X. Zhu & K. Zeichner (Eds.), Preparing teachers for the 21st century (pp. 371-393). Berlin: Springer.
Yin, H. B. (2016). Knife-like mouth and tofu-like heart: Emotion regulation by Chinese teachers in classroom teaching. Social Psychology of Education, 19, 1-22.
Yin, H. B., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28, 56-65.
Yuan, E. R. (2016). The dark side of mentoring on preservice language teachers’ identity formation. Teaching and Teacher Education, 55, 188-197.
Yuu, K. (2010). Expressing emotions in teaching: Inducement, suppression, and disclosure as caring profession. Educational Studies in Japan: International Yearbook, 5, 63-78.
Zembylas, M. (2002). Structures of feeling in curriculum and teaching: Theorizing the emotional rules. EducationalTheory, 52, 187-208.
Zembylas, M. (2005). Teaching with emotion: A postmodern enactment. Greenwich, CT: Information Age Publishing.
)
