Employability of college students is that they obtained through learning and practice in school which can achieve ideal job and meet the needs of society, so as to realize their own value. Besides that it is the basis and premise of the role conversion from the students to the employees. Therefore, universities should set up specialized courses to meet the needs of the job market and enterprises, efforts to enhance the quality of teaching, cultivate students' practical ability, professional competence, innovation ability and comprehensive quality, in order to improve the quality of graduates majored in engineering. Create a favorable environment conducive to the employment of university graduates, finally encourage university graduates to realize own life value and better serve the society.
Background While teacher resilience has been shown to be a key factor in teachers’ development, a bulk of research on resilience in the field of foreign language education has largely focused on how teachers exercise resilience during challenges. Moreover, the interrelationship between resilience and agency has received sparse scholarship. It is also unclear how teachers in a foreign language context implement and show their resiliency and agency. Method This study intends to fill these gaps by investigating foreign language teachers’ perceived resilience had its association with their agency. For this purpose, a mixed-methods design was utilized based on a questionnaire and an interview. Results Teachers’ resilience and agency were found to be at a higher level, and there was a causal relationship between resilience and agency. Conclusion The impact of uncertainty in the new working situation seemed to have been buffered by teachers’ social interaction with experts and peers. In addition, the role of teacher identity was flagged up in the interplay between teacher resilience and agency. This study advances research on teachers’ resilience with the consideration of agency and suggests implications for teachers and teacher educators to activate teachers’ resilience and agency.
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