Based on Text I, mark the statements below as true (T) or fa...
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Ano: 2026
Banca:
FGV
Órgão:
SEDUC-SP
Prova:
FGV - 2026 - SEDUC-SP - Professor de Ensino Fundamental e Ensino Médio – Inglês |
Q4246803
Inglês
Texto associado
READ TEXT I AND ANSWER THE QUESTION THAT FOLLOW
TEXT I
Emotions inspire transformation: delving into EFL teachers’
emotions and professional identities
Emotions in education have attracted significant attention over the
past few years, particularly in language teaching and learning.
Emotions are not just fleeting states but also play a crucial role in
classroom dynamics, influencing both student achievements and
the quality of teaching. In particular, they are instrumental in
influencing teachers’ professional identity, image, affective
commitment level, and even classroom performance because the
emotional experiences of teachers are deep, complex, and
intertwined with their very professional identity. Teaching English
as a Foreign Language (EFL) typically intensifies the emotional
complexity. Subsequent research has extended beyond the
understanding of emotions as solely psychological phenomena,
and emotions are now also understood as sociocultural and
political constructs. Viewed this way, teaching can be seen as
emotional labor: an ongoing demand to demonstrate and regulate
emotions in a way that aligns with professional norms but may lead
to burnout and disillusionment if no coping mechanisms are
provided. The challenges faced by teachers have led to an
increased call for support to help them identify, process, and
respond to emotions. This notion supports conscious emotional work, and as it is no longer viewed solely as remedial practice, it is
a critical first step in developing coherent and resilient professional
identities. The relationship between teacher emotions and identity
is not a linear one; they are in constant and dynamic interplay with
one another. As emotional experiences fluctuate, whether through
student interactions, collegial relationships, or institutionalized
approaches and policies, the teacher’s capacity to develop in a
sense of professional identity also changes.
Adapted from https://www.frontiersin.org
Based on Text I, mark the statements below as true (T) or false (F).
I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.
The statements are, respectively,
I. Teachers’ emotional experience is important in building their professional identity.
II. Understanding emotion involves other areas besides psychology.
III. Emotions and identity are independent of each other.
The statements are, respectively,
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