Unraveling EFL Teacher Motivation for Pursuing a Master of Education Degree in the Chinese Context
Behavioral Sciences,
Год журнала:
2025,
Номер
15(4), С. 473 - 473
Опубликована: Апрель 6, 2025
In
recent
years,
the
topic
of
language
teacher
motivation
has
garnered
significant
attention
within
realm
psychology.
Researchers
have
delved
into
various
aspects,
including
teachers’
commitments
to
teaching
career,
motivation,
and
professional
development
motivation.
Nevertheless,
English
as
a
Foreign
Language
(EFL)
teachers
engage
in
ongoing
in-service
learning,
particularly
pursuit
Master
Education
(Ed.M.)
degree,
received
comparatively
less
scrutiny.
To
bridge
this
gap,
present
study
adopted
Boshier’s
Participation
Scale
(EPS)
Liu’s
seven-dimensional
framework
explore
529
Chinese
EFL
their
quest
for
an
Ed.M.
degree.
Utilizing
Exploratory
Structural
Equation
Modeling
(ESEM),
analysis
revealed
seven
types
key
motivation:
cognitive
interest,
social
responsibility,
academic
information
acquisition,
achievement
school
context,
rival
demand,
others.
An
examination
differences
terms
gender
type
showed
that
male
perceived
significantly
higher
levels
interest
demand
than
female
did.
And,
regular
schools
reported
others
those
schools.
We
propose
some
future
directions
research.
Язык: Английский
Urgent, but How? Developing English Foreign Language Teachers' Digital Literacy in a Professional Learning Community Focusing on Large Language Models
European Journal of Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 27, 2024
ABSTRACT
With
the
advent
of
chatGPT,
burgeoning
research
have
been
conducted
to
explore
AI
technologies'
impact
on
EFL
teaching
and
learning.
However,
little
is
known
about
how
language
teachers
navigate
shifting
education
landscape
develop
digital
literacy
in
era.
This
preliminary
qualitative
study
aims
investigate
processes
9
Chinese
a
university‐based
professional
learning
community
improve
their
literacy,
reveal
factors
influencing
improvement.
To
achieve
objectives,
triangle
data
collected
including
meeting
records,
interviews
participants,
class
observations,
participants'
reflective
journals.
In
analysis
section,
thematic
method
has
employed.
The
findings
indicate
three
distinct
types
improving
for
novice
teachers,
veteran
lead
heterogeneous
interactive
community.
Meanwhile,
these
were
influenced
by
such
as
artefacts,
mediated
activities,
social
interactions,
individual
years
experience,
subjects,
teachers'
belief
AI,
theoretical
base
experience.
Accordingly,
implications
are
presented
teacher
educators
administrators.
Язык: Английский