Abstract
Interdisciplinary research into the interplay between emotions, cognition, and translation is still in its infancy. This is
certainly true for research focused on teachers, teachers’ motivation, and related emotions. Unlike in translation studies,
however, the situation in teacher motivation theory and research has changed significantly over the last decade. This article
draws on teacher motivation theory to adopt an interpretive framework for the study of teacher socioemotional dimensions, as
associated with students’ positive perceptions of effective teaching and learning. A self-case study involving the reflexive
analysis of a teaching portfolio in translation suggests that teacher motivation and emotions significantly influence students’
perceptions of effective teaching and learning, and that research on teachers matters for reasons such as student outcomes and
teacher professional development.
