L2 Teachers’ Pedagogical Thoughts: Variations Across Teachers With Varying Levels of Grit

Abstract

Teacher pedagogical knowledge base (PKB) has secured a notable position in research on teacher cognition. One obvious gap in this strand of research concerns variations in teachers’ thought processes in relation to individual difference variables despite indications that PKB is likely to differ across individual differences. To fill part of the void, this study investigated how teachers’ PKB—conceptualized as the frequency and dominance of pedagogical thought units/categories—vary as a function of teachers’ levels of grit. To this end, eight EFL teachers (four High-Grit and four Low-Grit) were chosen to participate in the study. Stimulated recall interviews were used to explore the pedagogical thought units that underlie the teachers’ instruction. The thought units of the two groups were then identified by segmenting, coding and categorizing them. The results showed that there were significant differences between the two groups of teachers in the number and list of dominant pedagogical thought categories. Language Management, Procedure Check, Affective, Self-Reflection, Progress Review, Beliefs, and Problem Check constituted the list of dominant PTCs of High-Grit teachers, whereas Low-Grit teachers’ dominant thought categories included Language Management, Procedure Check, Time Check, Progress Review, and Problem Check. The results advance the scholarship on teachers’ PKB by extending the findings to individual differences.

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

“…They also emphasize the impact of teachers’ role in helping learners manage their emotions to enhance efficacy and grit. This finding is in line with the outcomes of Shabani et al (2022) . They concluded that teacher L2 grit is the product of self-reflection, efficacy skills, and affective evaluation.…”

“…efficacy and grit. This finding is in line with the outcomes of Shabani et al (2022). They concluded that teacher L2 grit is the product of self-reflection, efficacy skills, and affective evaluation.…”

“…Confirming the scant attention to L2 teacher grit, a theoretical analysis was completed by Xu (2022) , in which the theoretical and empirical literature related to teachers’ hope, trust, and grit were reviewed. Shabani et al (2022) examined to what extend pedagogical thoughts vary as a function of EFL teachers’ levels of grit. Their findings revealed that there were significant differences between low grit and high grit teachers considering the subscales of pedagogical thoughts.…”

A Lenz into the predictive power of language teacher emotion regulation and self-evaluation on L2 grit, teaching style preferences, and work engagement: a case of Chinese EFL instructors

“…These are two of the effects that may be ascribed to the teachers. As was seen, tenacious educators devote a lot of time and effort to their work, take satisfaction in their instructional strategies, and accomplish all of this despite the difficulties inherent in their professions [ 24 ]. Even though research on language learners’ grit has been showing promising results over the last several years, very little attention has been paid to language teachers’ L2 grit and its related characteristics.…”