Teacher motivation and emotions vis-à-vis students’ positive perceptions of effective teaching and learning

Abstract

Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies, however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’ perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and teacher professional development.