Incorporating Hypnotic Suggestion into Teacher Education Programs

Emotional and Cognitive Implications for Teachers

Keywords: Hypnotic suggestion, Self-suggestion, Teacher emotion, Emotion regulation, Process model of emotion, Professional development


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.

Author Biography

Farshad Ghasemi, Kharazmi University of Tehran, Iran

Farshad Ghasemi holds a master's degree in TEFL from Kharazmi University of Tehran, Iran. As an English language instructor, he investigates the complexities of language teaching in general and teacher cognition in particular. His primary research interests are teacher education, teacher cognition, and teacher professional development.