Moderating role of Self-Efficacy in building Professional Identity of Chinese L2 Teachers

Zhang, Yan; Hassan, Zainudin; YAN, Jimiao

doi:10.14689/ejer.2021.96.5

Cited by 2 publications

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“…Commitment is an important problem that is related to educators' identity referring to the fact that any instructional degree has critical importance and has acquired lots of crucial attention. The management of the academic section calls for a better expert commitment of educators, which is described as an attachment, association, and agreement to the workplace and responsibilities to fulfill the tasks and duties (Zhang et al, 2021). These investigations sometimes address commitment; however, it is a significant dimension of oneself that is sometimes thought to be associated with identity.…”

Section: Introductionmentioning

confidence: 99%

The Role of Motivation and Commitment in Teachers’ Professional Identity

2022

Front. Psychol.

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Teachers’ professional identity is a feature of an educator that must be planned in an extended, steady, and continuing procedure and typically forms in any particular academic and social setting. As the education profession is largely stressful, it calls for consistent commitment and also motivation to help alleviate the difficulties. Indeed, the educators’ efficiency and effectiveness are mediated by these constructs to both school problems as well as the teaching work as a whole. Besides multiple factors affecting teachers’ professional identity, commitment and motivation have important functions that are addressed by this mini-review of literature. Briefly, several implications are proposed for the EFL instructional recipients.

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Section: Introductionmentioning

confidence: 99%

The Role of Motivation and Commitment in Teachers’ Professional Identity

2022

Front. Psychol.

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“…Managing the educational section requires a higher educator’s professional commitment, defined as an affiliation, relation, and settlement of the place of work and liabilities to perform the assignments and tasks ( Zhang et al, 2021 ). Zhang et al (2021) argued that EFL teachers who had a high level of commitment to teaching have been found to integrate social media tools more willingly. Simultaneously, partaking in PD activities can help to improve commitment by assisting educators to develop their abilities and knowledge ( Smith, 2005 ).…”

Section: Introductionmentioning

confidence: 99%

“…A significant issue consistent with educators’ identity is commitment, which alludes to the fact that educational levels have gained significant vital consideration. Managing the educational section requires a higher educator’s professional commitment, defined as an affiliation, relation, and settlement of the place of work and liabilities to perform the assignments and tasks ( Zhang et al, 2021 ). Zhang et al (2021) argued that EFL teachers who had a high level of commitment to teaching have been found to integrate social media tools more willingly.…”

Section: Introductionmentioning

confidence: 99%

Revisiting English as a foreign language teachers’ professional identity and commitment in social media-focused professional development

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2022

Front. Psychol.

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These days, technology advancement has inspired a large number of educators to employ social media in the English as a foreign language (EFL) context. But, some EFL educators are yet unwilling to use such chances, because they are left untrained. Therefore, applying professional development (PD) in this field appears necessary as it is regarded as the main cause of improving educators’ education activity, and proposing new education approaches. To strengthen the academic investment in educators’ professional learning, comprehending elements affecting educators’ performance of learning from PD is vital. Lower commitment degrees were specified as an element that impedes EFL educators from employing social media in EFL education. Moreover, developing the professional identity (PI) of educators is an important issue that straightly pertains to educators’ performance, which assists educators both in comprehending their professional lives and presenting them with a framework to elucidate, expand and contemplate their professional activities. Stimulated by the interest in research on social media-focused courses, this review inspects how teachers’ commitment and identity affect EFL teachers’ implementation of social media in PD. In a nutshell, implications for stakeholders of the study are presented. Indeed, the social media as an impotent device should be incorporated in PD programs to develop both teachers’ commitment and identity. Faculty members should establish workshops, and seminars to arrange for a platform for teachers to use social media to support learning.

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Moderating role of Self-Efficacy in building Professional Identity of Chinese L2 Teachers

Cited by 2 publications

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The Role of Motivation and Commitment in Teachers’ Professional Identity

The Role of Motivation and Commitment in Teachers’ Professional Identity

Revisiting English as a foreign language teachers’ professional identity and commitment in social media-focused professional development

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