The congruence of vocational interests and the workplace environment: Reducing the language teacher shortage

Swanson, Peter B.

doi:10.1177/1362168812455588

Cited by 30 publications

(27 citation statements)

References 40 publications

(62 reference statements)

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“…Approximately three‐fourths of all CTs were over the age of 40, with 36.2% between the ages of 51 and 60. One significant issue for consideration is the impact of CT retirement on PreK–12 WL programs in light of two challenges: (a) the established WL teacher shortage (Swanson, ) and (b) the precarious status of WL teacher education programs due to budget constraints and low enrollment (García et al, ). As WL CTs retire, who will work with the next, increasingly small number of TCs who plan to enter tomorrow's WL classrooms and teach our PreK–12 learners?…”

Section: Discussionmentioning

confidence: 99%

A survey of world language cooperating teachers: Implications for teacher development

Moser

García

Davis–Wiley

et al. 2019

Foreign Language Annals

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In an era of long‐standing world language teacher shortages, the preservice mentoring process has become even more critical. Using data from a national survey, this study provides a profile of PreK–12 world language cooperating teachers (CTs) and shares their beliefs about and perspectives on the teacher candidates with whom they work, their interactions with postsecondary stakeholders, their reasons for serving as CTs, and the challenges that inhibit the smooth and meaningful induction of new colleagues into the profession. Implications highlight opportunities for reform in world language teacher development.

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Section: Discussionmentioning

confidence: 99%

A survey of world language cooperating teachers: Implications for teacher development

Moser

García

Davis–Wiley

et al. 2019

Foreign Language Annals

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“…Also of note are the emotional intelligence research reported in Yin et al. () in education and a study on vocational profiles by Swanson (). All of these studies indicate that individual factors such as personality characteristics and learned coping skills can impact an FL teachers’ ability to balance the emotional demands of the profession.…”

Section: Implications and Conclusionmentioning

confidence: 93%

The Burnout Spiral: The Emotion Labor of Five Rural U.S. Foreign Language Teachers

Acheson

Taylor²,

Luna³

2016

The Modern Language Journal

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An area of research that may shed light on the pressing problem of FL teacher attrition is emotion labor. Emotion labor (or emotional labour), a construct stemming from research in the fields of communication and psychology and focusing mainly on service professionals, has recently been taken up in education literature. Although student emotions in language acquisition have been examined, the field of applied linguistics has not yet tapped the explanatory potential of teacher emotions. The current project explores the emotion work of 5 teachers in rural U.S. high school FL classrooms. Thematic analysis of interviews with teachers of Spanish, French, and Latin yielded 5 key insights: perceived lack of community and institutional support for FL teachers, an excessive burden for motivation felt by these teachers, the use of teacher emotion labor to motivate their students, emotional burnout of the teachers, and perceived lack of teacher efficacy. The last two, while not inevitable, seem to be mutually influencing, forming a downward spiral that can eventually impact the willingness or ability of some teachers to continue in their careers. Implications of this study include recognition of the significance of teacher emotion labor in FL pedagogy and its potential role in teacher attrition.

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“…A substantial body of work has investigated teachers' feelings of self-efficacy, and how this impacts students' performance (Swanson, 2012(Swanson, , 2013(Swanson, , 2014. Research has also focused on SE within a motivational framework, or within self-regulation and learning strategies (Chang, 2010;Dörnyei & Otto, 1998;Lee, Yu, & Liu, 2017;Wang & Bai, 2016).…”

Section: Self-efficacy and Slamentioning

confidence: 99%

A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom

Leeming

2017

Asian. J. Second. Foreign. Lang. Educ.

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Self-efficacy is the belief in one's own ability to carry out a given task, and has been shown to be a powerful predictor of performance. Although researchers have considered self-efficacy within language learning, it remains a relatively underused and unexplored construct. This longitudinal mixed-method study set out to address this, by developing a questionnaire to measure students' English speaking self-efficacy, which was then given to first-year university students on eight occasions over the course of an academic year. Changes in self-efficacy were modeled using Hierarchical Linear Modeling, and potential predictors of change were assessed. The model showed that students grew in self-efficacy, although there were different rates of growth for individuals. Students were interviewed regarding growth in self-efficacy, and possible reasons for change. Students stated that efficacy increased as they became used to the class, but the importance of context as an influence on self-efficacy also emerged.

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The congruence of vocational interests and the workplace environment: Reducing the language teacher shortage

Cited by 30 publications

References 40 publications

A survey of world language cooperating teachers: Implications for teacher development

A survey of world language cooperating teachers: Implications for teacher development

The Burnout Spiral: The Emotion Labor of Five Rural U.S. Foreign Language Teachers

A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom

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