expertise-development
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- PaperTESOL Journal5 Jul 2026
TESOL Teacher Educator Emotion on GenAI and Expertise Development
Tamara Mae Roose, Ju‐A Hwang
Two TESOL teacher educators' emotional reactions to GenAI—ranging from intrigue to insecurity—were examined through memos, reflective dialogs, and class data. Their emotions were tied to differing backgrounds and roles, and adaptive expertise developed via reflection and social interaction under internal and external pressures.
Original abstract
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.