Examines emotional responses to GenAI in TESOL educators, suggesting implications for expertise growth.
Rapid advancement of GenAI technologies has elicited strong emotional reactions, increasing the demand for educators to enhance their expertise regarding these innovations. This paper examines the dialogic development of two TESOL teacher educators' expertise by exploring their initial reactions to GenAI use in education through their individually written memos and reflective dialog, along with Zoom class transcripts, Zoom chat box conversations, and teacher candidates' weekly assignments. Findings suggest that the teacher educators' reactions were characterized by intrigue, uncertainty, insecurity, and duty tied to their different background knowledge, roles, and responsibilities. The dialogic relationship between their emotions and expertise development suggests that adaptive expertise is facilitated by reflection and social interaction, shaped by internal and external pressures.
No takes yet. Share an insight, caveat, or question.
Roose et al. (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: