The emotional practice of teaching

Abstract

The present research explores how Teacher Educators (TEs) have adapted to remote teaching due to the world pandemic in light of their emotions, cognition, and praxis. Grounded theory was used to analyse the data from 72 TEs and the instruments to collect data were 2 semi-structure interviews having a 10-month time span between the first and second interview. Results show that a cognitive-emotional interplay featured by uncertainty, anguish and challenge was the driving force for their praxis in their adaptation process which was influenced by TEs’ lack of technological competences.