DOSSIÊ 38: Emoção, formação de professores e Inteligência Artificial

2026-04-06

Recent research indicates that the incorporation of Artificial Intelligence (AI) into both pre-service and in-service teacher education is permeated by ambivalent emotions such as enthusiasm, anxiety, insecurity, and resistance, which directly influence teacher agency, AI literacies, and critical positioning toward the use of these technologies. In language education, AI-mediated practices such as assisted writing, automated feedback, planning, and assessment reconfigure conceptions of authorship, learning, and pedagogical responsibility.

Beyond pedagogical implications, AI has also been transforming the ways of investigating the role of emotions in language education research. The use of sentiment analysis, affective computing, and data mining raises epistemological and ethical questions concerning the study of emotions, cognition, and language, demanding new methodological literacies in the education of teacher-researchers.

This dossier aims to bring together contributions addressing the interfaces between emotion, teacher education, and Artificial Intelligence, valuing perspectives that go beyond technicist approaches and that consider the emotional, cognitive, and ethical-political dimensions of AI-mediated language practices. We therefore invite researchers to submit articles that address the following suggested thematic axes:


  • Teacher emotions and teacher education in AI-mediated contexts
    • Anxiety, resistance, trust, and teacher agency in relation to generative AI
    • AI literacies in pre-service and in-service language teacher education
    • Discursive and interactional practices among teachers, students, and AI systems
    • AI-mediated writing, feedback, and assessment: emotional and cognitive dimensions
    • Research methodologies on emotion, cognition, and language mediated by AI
    • Ethics, sociotechnical justice, and the education of teacher-researchers with AI.

    Prazo para submissão/Submission deadline: 30/09/2026

    Prazo para publicação/Publication deadline:  30/12/2026