Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures

Han, Insuk

doi:10.1080/13540602.2021.1939002

Cited by 10 publications

(7 citation statements)

References 56 publications

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“…Thus, future studies in this domain can investigate teachers' perspectives. More importantly, as recommended by Derakhshan et al (2020b), some researchers can concurrently study a teacher's interpersonal communication issue from the perspective of both teachers and students to see how similar or dissimilar students and teachers might perceive or experience emotions, behaviors, and feelings in the same instructional context.…”

Section: Discussionmentioning

confidence: 99%

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

2021

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Following the recent special issue in Frontiers in Psychology, entitled “The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation,” calling educational researchers worldwide to examine different teacher interpersonal communication behaviors that contribute to student-related academic outcomes, this conceptual review article is written to familiarize educational researchers, teachers, and students with main concepts in instructional communication and their role as the main pillar of successful teaching and learning processes. To this aim, by drawing on the positive psychology movement and the rhetorical and relational goal theory in instructional communication, we argue that positive teacher interpersonal communication behaviors are facilitators of a wide range of desirable student-related academic outcomes. Then, to support our argument, we provide empirical evidence. In doing so, we introduce and define seven instances of positive teacher interpersonal communication behaviors, namely teacher care, clarity, credibility, rapport with students, stroke, immediacy, and confirmation, and expound how they positively predict academic outcomes such as motivation, learning, engagement, involvement, class attendance, willingness to communicate, performance, and success in students. Subsequently, we highlight the critical role of teacher interpersonal variables in the foreign/second language classroom context. Next, we suggest some pedagogical implications with the potential to enlighten the practice of key educational stakeholders (i.e., teachers, students, teacher educators, materials developers, administrators, and teacher recruiters). At the end, the limitations in this line of research are identified, and avenues for future research on teacher interpersonal communication in both general education and language education domains are put forward for interested researchers.

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Section: Discussionmentioning

confidence: 99%

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

2021

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“…The study investigated school EFL teachers’ research identity construction. The idea of a research-oriented U-S community ( Yuan and Burns, 2017 ) is not innovative, and the reform-based U-S community is seldom treated as a context for teachers’ development ( He and Lin, 2013 ; Han, 2021 ), whereas few studies reflect the ongoing research identity construction. Akin to EFL teachers’ identity construction from practitioner to researcher ( Goodnough, 2010 ; Schutz and Hoffman, 2017 : 9; Yuan and Burns, 2017 ), our findings related to school teachers’ research identity formation portray a clear trend of teachers’ becoming researchers (as shown in Figure 2 ).…”

Section: Discussionmentioning

confidence: 99%

“…English as a foreign language (EFL) teachers’ professional identity construction is currently one of the most comprehensively researched topics in language teacher development ( Johnson and Golombek, 2020 ). EFL teachers’ professional identity was formerly studied as a negotiation process in specific teaching contexts ( He and Lin, 2013 ; Han, 2021 ; Jiang, 2022 ). There is an increasing tendency to study EFL identity development through academic research ( Schutz and Hoffman, 2017 ; Yuan and Burns, 2017 ; Kenan and Demet, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

School EFL Teachers’ Research Identity Construction in the Chinese University–School Community

Wang

2022

Front. Psychol.

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Despite a relatively large number of studies on teachers’ identity development in the University-School community, few studies have explicitly focused on school EFL teachers’ research identity construction. This study adopts the Activity Theory and examines three English as a foreign language (EFL) teachers from three middle schools in a University–School community in China. It investigates how three teachers constructed their research identity and what factors influenced the construction of their identities within the University–School activity system from the dual perspectives of the school and university teachers. Data are collected through semi-structured narrative interviews, triangulated by documents such as meeting minutes, and then analyzed by NVivo 12. The findings of this study show that (1) the University–School collaborative program helps form a University–School community of both teaching and research; (2) in this community, school EFL teachers continuously construct their identities in a spiral process of “practitioner” and “researcher”; (3) it highlights the internal factors containing the research experience and the stage of career and the external factors including the curriculum reform context and the communication in the community. The findings carry important implications for school EFL teachers’ research identity construction and professional development in the University–School cooperation.

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“…In this regard, Derakhshan et al (2020b) showed that EFL teachers' positive attitudes toward research and their attention to the need for continuing professional development are two influential factors for teacher success. In another study, Derakhshan et al (2020a) indicated that teachers' professional identity and autonomy significantly and positively predict teacher success. Besides, found a significant relationship between teacher creativity and success.…”

Section: Teacher Successmentioning

confidence: 96%

Examining the Role of Teachers’ Stroking Behaviors in EFL Learners’ Active/Passive Motivation and Teacher Success

et al. 2021

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Due to the important role that teachers’ professional success plays in the effectiveness of their students and the education system in which they are involved, the present study investigated whether teacher stroke can predict teacher success through the mediation of students’ active and passive motivation. For this aim, a group of 437 Iranian university English as a Foreign Language (EFL) students were targeted to respond to the teacher success, teacher stroke, and student motivation questionnaires. The main results of the study, obtained through running correlation and structural equation modeling (SEM), were first, while positive stroke showed a positive correlation with teacher success, it did not directly predict success; yet mediated by active motivation, it was a positive predictor of success; second, while teacher success had no significant relationship with total motivation, it was positively correlated with active and passive motivation, separately; third, in terms of gender differences, for the female participants, stroke, mediated by active motivation, was a better predictor of teacher success; fourth, high scores in positive, verbal, and conditional stroke were in association with high scores in active motivation, which significantly predicted teacher success. Based on the results, it can be concluded that teacher stroke, as an instance of positive teacher interpersonal communication behaviors, increases students’ active motivation for foreign language learning, which in turn results in their higher perceptions of English teachers’ professional success.

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Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures

Cited by 10 publications

References 56 publications

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

School EFL Teachers’ Research Identity Construction in the Chinese University–School Community

Examining the Role of Teachers’ Stroking Behaviors in EFL Learners’ Active/Passive Motivation and Teacher Success

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