How does professional identity change over time among Chinese preservice preschool teachers? Evidence from a four-wave longitudinal study

Chen, Chen; Ji, Shengkai; Jiang, Juan

doi:10.1016/j.tate.2023.104071

Cited by 5 publications

(3 citation statements)

References 36 publications

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“…Similar to inexperienced language learners, non-native language teachers may feel unease and discomfort when using it in class (e.g., Goetze, 2023). Those who experienced high FLA would worry about negative outcomes and lack confidence in their English competence (Chen et al, 2023;Fraschini & Park, 2021). Bandura (1977) suggested that emotional states can significantly contribute to one's self-efficacy beliefs.…”

Section: Relationships Among Tfla Ta and Tsementioning

confidence: 99%

“…Anxiety is a commonly experienced emotion among teachers and can profoundly affect teachers' identity, beliefs, actions, as well as students' learning (e.g., Chen et al, 2023;Goetze, 2023;Keavney & Sinclair, 1978). In foreign language (FL) contexts, Horwitz (1996) initially suggested that nonnative language teachers would experience foreign language anxiety (FLA), similar to other types of language learners.…”

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confidence: 99%

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Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Li,

Liu,

Gong

2024

International Journal of Teacher Education and Professional Development

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This study examined the relationships among Chinese pre-university teachers' foreign language anxiety, teaching anxiety and teacher self-efficacy. The participants were 210 Chinese primary and secondary English teachers who completed a battery of questionnaires. The results showed that: (a) the participants reported low to moderate levels of foreign language anxiety and teaching anxiety, as well as a high level of self-efficacy; (b) foreign language anxiety directly and negatively predicted the participants' self-efficacy; (c) foreign language anxiety was a positive predictor of teaching anxiety; (d) teaching anxiety mediated the link between foreign language anxiety and self-efficacy. This study highlights the importance of addressing language teachers' foreign language anxiety and teaching anxiety, and provides insights into enhancing teachers' self-efficacy.

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Section: Relationships Among Tfla Ta and Tsementioning

confidence: 99%

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confidence: 99%

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Li,

Liu,

Gong

2024

International Journal of Teacher Education and Professional Development

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“…Professional identity is an important factor in the professional development of teachers [34]. Professional identity refers to the teachers' positive attitudes and a strong sense of commitment to the profession [35].…”

Section: Literature Review 21 Professional Identitymentioning

confidence: 99%

Teacher Professional Identity, Work Engagement, and Emotion Influence: How Do They Affect Teachers’ Career Satisfaction

Gong,

Wang

2023

International Journal of Education, Science, Technology, and En

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Teachers’ behaviours significantly influence students’ learning outcomes but also play an important role in national development and construction. However, few studies have attempted to investigate the interrelationships between teachers’ professional identity, work engagement, emotion, and attitude towards career satisfaction. This study aims to explore the effect of professional identity and emotion on work engagement and career satisfaction separately and to investigate the influence of work engagement on attitude and, subsequently career satisfaction. A convenience sampling technique includes 221 valid questionnaires that were subjected to descriptive analysis followed by subsequent empirical testing of the populated hypotheses using SPSS and AMOS. Results showed that professional identity and emotion positively influence work engagement and career satisfaction respectively. Work engagement positively influenced attitude and, subsequently career satisfaction. Last, the theoretical and practical implications and limitations were discussed.

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Understanding the Development of Professional Identity in Chinese Preservice Preschool Teachers: A Longitudinal Study

Chen,

2024

Early Childhood Educ J

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How does professional identity change over time among Chinese preservice preschool teachers? Evidence from a four-wave longitudinal study

Cited by 5 publications

References 36 publications

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Teacher Professional Identity, Work Engagement, and Emotion Influence: How Do They Affect Teachers’ Career Satisfaction

Understanding the Development of Professional Identity in Chinese Preservice Preschool Teachers: A Longitudinal Study

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