Exploring Turkish EFL teachers’ negative emotions and professional detachment in episodic narratives: a Ricoeurian analysis of the critical incidents

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dc.authorid0000-0003-3419-8257
dc.authorid0000-0002-7717-256X
dc.contributor.authorKırmızı, Özkan
dc.contributor.authorKızıldağ, Ayşe
dc.date.accessioned2025-07-16T07:47:09Z
dc.date.available2025-07-16T07:47:09Z
dc.date.issued2025
dc.departmentEğitim Fakültesi
dc.description.abstractThis study foregrounds the Episodic Narrative Interview (ENI) through critical incident (CI) analysis as novel data collection tools and Ricoeur's narrative identity frame as a novel data analysis and presentation idea in exploring the antecedents and impacts of negative emotions on EFL teachers in Türkiye. Design/methodology/approach: Narrative in nature, the present study hinges on CI analysis, ENI, and Ricoeur's narrative identity frame which includes pre-configuration, configuration, and refiguration. The participants of the study were three English teachers selected through convenience sampling. The data collection process depended on the juxtaposition of CIs with ENI, which enabled the researchers to explore the experience-based aspects of teachers' psychology and the impact of negative incidents in teachers' professional lives. Findings and originality/value: The study assumes importance due to the integration of ENI to the analysis of CIs in exploring the significance of negative emotions in teachers' lives. Another contribution of the study is the integration of Ricoeur's narrative identity frame, which includes prefiguration, configuration, and refiguration to teacher emotion research. We mapped our data onto Ricoeur's Ricoeur's narrative identity frame and sketched teachers' journey through CIs. The findings indicated that negative episodes play a significant role in the emotional world of teachers and lead to personal and professional detachment on a gradual basis.
dc.identifier.doi10.1080/17501229.2025.2483894
dc.identifier.issn17501229
dc.identifier.scopus105002639444
dc.identifier.urihttps://dx.doi.org/10.1080/17501229.2025.2483894
dc.identifier.urihttps://hdl.handle.net/20.500.12451/13314
dc.identifier.wosWOS:001466496800001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorKızıldağ, Ayşe
dc.institutionauthorid0000-0002-7717-256X
dc.language.isoen
dc.publisherRoutledge
dc.relation.ispartofInnovation in Language Learning and Teaching
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectCritical Incident Analysis
dc.subjectEFL Teachers
dc.subjectEpisodic Narrative Interview
dc.subjectNegative Emotions
dc.subjectProfessional Detachment
dc.subjectRicoeur's Narrative Identity Frame
dc.titleExploring Turkish EFL teachers’ negative emotions and professional detachment in episodic narratives: a Ricoeurian analysis of the critical incidents
dc.typeArticle

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