Instruments and prompts that provide a fuller context (e.g. anextract from a coursebook or piece of student work) for eliciting teachers’ beliefs thushave the potential to uncover beliefs that are more grounded in a concrete reality

Studies that imply that beliefs informpractices in a unidirectional manner or that minimize the impact of the wider socialor biographical context are thus based on incorrect or partially flawed assumptions.

avoid simplistic and unproblematic conceptualizations of them.

A clear argument needs to be out-lined as to what the value of the research will be

appreciation of the relationship between beliefs and practices has implications forthe design of pre-service teacher education programmes.

Where teachers’ practices are considered ineffective, studying their beliefs can helpunderstand the reasons for these practices.

provides insight into the extent to which theinnovation is having the intended impact

can stimulate teacherchange.

belief is a complex,multidimensional concept and one general criticism that can be levelled at research intothe beliefs/practice relationship in language teaching is that this complexity is oftendismissed through simplistic conceptualizations and research designs

Such planning beganwith the teachers' emotional connections to students and was sustained by theiremotional engagement in and excitement about the creative, interactive aspects ofthe process itself. Once more, students' emotional needs and teachers' emotionalengagements in a creative, flexible labor process of teaching, were reciprocallyattuned to each other

How they drew on this repertoire at a w time wasshaped by their relationships with students, their feelings about what would exciteand engage students emotionally, and their feelings about what would excite andengage themselves as teachers. Building and maintaining such excitement andenjoyment was at the heart of the emotional labor of teaching, of what madeteachers want to change and develop pedagogically, and of what made them takepride in that development over time.

In this respect, their desires for structures that would sup-port students, and their own sense of what kinds of structures were comfortablefor themselves as teachers, were closely aligned with each othe

Teachers wanted to become better so they could help their students. Theemotional bond teachers had with their students was central to how they taughtthem, how they evaluated them, what kinds of curriculum they planned andselected for them, and what kinds of organizational structures they adopted as acontext for teaching them.

Here, I will look closely at how teachers'emotional goals for and connections with their students ~ p a c t on three moreaspects of teaching and teachers' approaches to educational change in particular:planning, pedagogy and structure

This labor requires one to induce or suppress feelings in order to sustain theoutward countenance that produces the proper state of mind in others

What is the nature and importance of theserelationships? How do teachers feel about educational changes and change proc-esses in terms of their impact on these relationships?

shift in the pattern of emotional re-sponses

The initial general pattern of response noted throughout eachrecorded negative emotional episode is represented in Fig. 1

hree categories oftriggers for the teacher were identified within each episode: stu-dent misbehavior, academic failure, and feeling a lack of control

These included the classroom environment and the teacher’sphysical state.

STTEP(self-study of teaching and teacher education),