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Volume 2, Issue 3  December 2019, pp. 83-103          Download PDF

Regular Articles
Incorporating hypnotic suggestion into teacher education programs

Farshad Ghasemi https://orcid.org/0000-0002-3542-67361

1 Kharazmi University of Tehran, Iran ghasemi.f.k@gmail.com

DOI: https://doi.org/10.29140/ajal.v2n3.174


Abstract

This study is a report on the emotional and cognitive impact of hypnotic suggestion on EFL teachers' practices. Twenty-five EFL teachers participated in two hypnotic suggestion sessions plus a self-suggestion training class to enhance their emotional and cognitive experiences. To understand teachers' emotional state, pre-intervention interviews used, and post-intervention interviews employed to assess the effects of the hypnotic suggestion intervention. Through content analysis, we found that the emotional experience of novice and expert teachers differed significantly. Furthermore, the effect of hypnotic suggestion on teachers' emotions, cognition, and practice was significant and conducive to change in their perspectives toward hypnotic suggestion programs. Thorough theoretical and practical implications are discussed.



Copyright

© Farshad Ghasemi

CC BY-NC 4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Farshad Ghasemi. (2019). Incorporating hypnotic suggestion into teacher education programs. Australian Journal of Applied Linguistics, 2(3), 83-103. https://doi.org/10.29140/ajal.v2n3.174


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