2018 年 10 月 中国应用语言学（英文） Oct. 2018 第 41 卷 第 4 期 Chinese Journal of Applied Linguistics Vol. 41 No. 4 506 Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil Ana Maria F. BARCELOS Universidade Federal de Viçosa, Brazil Rodrigo Camargo ARAGÃO Universidade Estadual de Santa Cruz, Brazil Abstract In this paper, we wish to respond to the call for expansion on our knowledge about teacher beliefs (Kubanyiova & Feryok, 2015) and discuss findings of studies on teacher emotions conducted in Brazil with both in-service and pre-service teachers of English. More specifically, we focus 1) on the kinds of emotions these teachers have reported feeling, and 2) on the relationship between beliefs and emotions. The results have shown: 1) the diversity of emotions teachers experience in their teacher education; and 2) how these emotions interact in dynamic and complex ways with their beliefs about teaching English in Brazil. The findings suggest that looking into the interrelationships between emotions and beliefs can shed light onto our understanding of the teachers’ thinking and practices in their contexts. Implications and questions for further research will be discussed in light of the studies reviewed. Keywords: emotions; beliefs; language teacher education; Brazil 1. Introduction In the past, teaching has been seen only as a cognitive process (Clark & Peterson, 1986; Shulman, 1986). However, teaching is a relational activity that demands teachers’ knowledge ISSN 2192-9505 Chinese J. of Appl. Ling. 41-4 (2018), pp. 506-531 DOI 10.1515/cjal-2018-0036 © FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy Brought to you by | Universitat de Barcelona Authenticated Download Date | 2/5/19 1:37 PM