Exploring Changes in Epistemological Beliefs and Beliefs about Teaching and Learning: A Mix-Method Study among Chinese Teachers in Transnational Higher Education Institutions DOI Open Access
Jing Wang, Eunyoung Kim

Sustainability, Journal Year: 2023, Volume and Issue: 15(16), P. 12501 - 12501

Published: Aug. 17, 2023

When teachers engage in transnational higher education, exposure can challenge their existing beliefs and expand understanding of effective pedagogical approaches. Collaborative teaching influence teachers’ through collaboration interactions. Thus, this study investigated changes Chinese university epistemological about learning by addressing the following research questions: Are there any across time epistemology, learning, among faculty members working education (TNHE)? To what extent do change TNHE? Both qualitative quantitative methods were used during 2018–2022 academic years. A paired sample t-test revealed significant improvements constructivist (CT), innate ability (IA), authority knowledge (AK). The semi-structured group interviews provided supporting evidence. findings demonstrate that sharing promote learning. tend to develop more student-centered after with foreign colleagues. Transnational promotes professional growth diverse thoughts. By using mix-method examination within TNHE context, provides empirical evidence development tailored opportunities.

Language: Английский

Relationships between Self-Efficacy and Teachers’ Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience DOI Creative Commons
Xiaochen Wang, Yang Gao, Qikai Wang

et al.

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(8), P. 629 - 629

Published: July 23, 2024

Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact language teaching within context of middle school education. In this sense, study employs a mixed-methods design, selecting 375 Chinese English teachers to investigate relationship between self-efficacy teachers' well-being. A structural equation modeling approach NVivo were utilized analyze quantitative data qualitative data, respectively. Quantitative results reveal that both mediate Qualitative interviews primarily enhances job commitment, reduces stress, improves student relationships, increases professional growth. Meanwhile, plays crucial role stress management, positive adaptation, emotional regulation. This offers insightful implications for improving well-being contributes significantly broader discourse foreign teacher

Language: Английский

Citations

49
Uncovering the mediating role of resilience between EFL teacher turnover intention and wellbeing: A conservation-of-resources theory perspective DOI
Honggang Liu

System, Journal Year: 2024, Volume and Issue: 124, P. 103394 - 103394

Published: July 2, 2024

Language: Английский

Citations

11
Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective DOI Creative Commons
Yang Gao, Xiaochen Wang

Journal of language and Education, Journal Year: 2022, Volume and Issue: 8(4), P. 58 - 72

Published: Dec. 26, 2022

Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little been known relationships among written corrective feedback (WCF), related teacher mentoring process, and revision practices. Purpose. We thus aimed at addressing gap by exploring how WCF may inform practices in peer-reviewed process. Methods. In this mixed-method study, we included four Chinese EFL students majoring English as participants collected their belief survey data. also actual practice data through PeerCeptiv, an online writing rewriting platform. addition, traced interviewed back-evaluation Results. Through mixed-methods design, reported our major findings: student believed empathy resonance was primary advantage of feedback, facilitated them understanding performing tasks; found process consisted evaluating, resonating, learning, reflecting crediting, arguing, correcting, polishing Implications. From a sociocultural perspective, centered discussion these research findings claiming that scaffolding different forms work together enhance performance appear complex manner with practices. offered insights for future studies practical implications language teachers.

Language: Английский

Citations

22
The Interplay of Emotion Regulation, Resilience, and Teacher Identity: A Structural Equation Modeling Study of Chinese Middle School English Teachers DOI
Yang Gao, Xiaochen Wang, Barry Lee Reynolds

et al.

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: April 7, 2025

ABSTRACT Understanding the psychological factors that contribute to teacher identity is crucial for developing effective training and support programs. However, there a notable lack of research focusing on context Chinese English teachers. This study, grounded in Social Cognitive Theory, employed structural equation model examine how emotion regulation resilience predict formation among 302 middle school The findings revealed both significantly predicted identity, with playing more role. By emphasizing significant impact resilience, this study offers practical insights policymakers educators enhance retention optimize professional development

Language: Английский

Citations

0
Unpacking the interaction between foreign language learners’ emotion, cognition, and activity in the flipped classroom in higher education: A perezhivanie perspective DOI Creative Commons

Lili Qin,

Yao Lan,

Yinxing Jin

et al.

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 13

Published: Oct. 11, 2022

Few studies have investigated learners' emotional experiences and the interactions between emotion, cognition, activity in flipped foreign language classroom (i.e., a mixed teaching mode that combines in-class off-class self-directed learning). This study, from perspective of perezhivanie (a concept sociocultural theory), addressed these research gaps by exercising longitudinal narrative study on total 32 Chinese-as-the-first-language university students English who attended 15-week course with this design. Among them, eight focal were randomly selected for further evidence characteristics activity. The results showed participants experienced more positive emotions than negative (FC) context, which supports efficacy pedagogy. But most importantly, complex revealed. Generally, (negative) interconnected; however, what is also evident either promoted or inhibited their cognitive functions, did not necessarily correspond to activities, respectively. due presence dynamic, developmental, historical mediators learners perezhivanija, be it teacher, peers, technology, materials, activities an FC, previous learning anecdotes, etc.

Language: Английский

Citations

13
The Relationships Between Burnout, Job Satisfaction, and Emotion Regulation Among Foreign Language Teachers: A Meta-Analytic Review DOI Creative Commons
Qikai Wang, Yang Gao, Xiaochen Wang

et al.

Acta Psychologica, Journal Year: 2024, Volume and Issue: 250, P. 104545 - 104545

Published: Oct. 1, 2024

Language: Английский

Citations

2
Exploring the Interplay between Well-being, Mindfulness, Creativity, and Work Engagement among EFL Teachers DOI
Ran Zhi,

Yongxiang Wang

Thinking Skills and Creativity, Journal Year: 2024, Volume and Issue: unknown, P. 101697 - 101697

Published: Dec. 1, 2024

Language: Английский

Citations

1
Examining the resilience of two early career world language teachers: a two-year case study DOI
William S. Davis, Rebecca Borden

Language Culture and Curriculum, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 18

Published: June 18, 2024

Language teachers' resilience, or their socially-mediated capacity to adapt adverse conditions and thrive, has garnered attention amidst evolving challenges language education bilingual teachers in diverse spaces. Taking an ecological-collective perspective towards teacher this qualitative case study examined the experiences of two early career Spanish world United States, paying particular personal contextual resources they leveraged for resilience during after transition into teaching. Through a series semi-structured interviews, three themes were identified representing varied purposes which mobilised at different times: planning advance job search, maintaining initial struggles, reestablishing resilience. Findings show that types used by shifted over time based on need, most salient included knowledge teaching context, agency persistence, support autonomy from school administrators, connections with networks other teachers. Implications programmes, future research are discussed.

Language: Английский

Citations

0
Chinese EFL Teachers’ Professional Agency as a Facilitator of Their Sustainable Development and Work Engagement DOI Open Access

Guangping Cao

International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 31, 2024

ABSTRACT Research suggests that teacher agency influences different areas of English as a foreign language (EFL) teachers’ practice and professionalism. Nevertheless, the role professional in facilitating sustainable development (SPD) work engagement has been overlooked. To fill this gap, study used semi‐structured interview with sample 27 Chinese EFL teachers to unveil their perceptions interplay concern. The results indicated venues through which could contribute SPD engagement. Professional lead by affecting teaching motivation, positive emotional experiences, enthusiasm, self‐development. Conversely, it was found facilitated influencing methods/materials, satisfaction, commitment, responsibility, horizons. findings are discussed implications listed for use agentic practices second/foreign (L2) education, triggers many other outcomes like development.

Language: Английский

Citations

0
Research on Smart Teaching Design in College English from the Perspective of Educational Ecology DOI
Sumei Wang

Higher education and practice., Journal Year: 2024, Volume and Issue: 1(9), P. 114 - 118

Published: Sept. 1, 2024

With the continuous reform of English teaching in higher education institutions, elements within system are also undergoing constant changes. Traditional methods can no longer meet current course requirements. In light this, from perspective educational ecology, how to construct an ecologically balanced environment for future college and develop intelligent management content have become critical issues that need be addressed at this stage. This paper analyzes discusses smart design ecology.

Language: Английский

Citations

0