تعداد نشریات | 31 |
تعداد شمارهها | 710 |
تعداد مقالات | 6,925 |
تعداد مشاهده مقاله | 11,392,374 |
تعداد دریافت فایل اصل مقاله | 7,763,839 |
Language Teacher Professional Identity: The Mediator Role of L2 Grit, Critical Thinking, Resilience, and Self-efficacy Beliefs | ||
Iranian Journal of Applied Language Studies | ||
مقاله 7، دوره 14، شماره 2، بهمن 2022، صفحه 107-130 اصل مقاله (432.59 K) | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.22111/ijals.2022.7486 | ||
نویسندگان | ||
Ehsan Namaziandost* 1؛ Tahereh Heydarnejad2؛ Abdulbaset Saeedian3 | ||
1Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran | ||
2Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran | ||
3Department of Foreign Languages, TUMS International College, Tehran University of Medical Sciences, Tehran, Iran | ||
چکیده | ||
The teacher’s professional identity (TPI) defines their perception of how to behave in their teaching profession, and it may have a significant role in determining their place in educational advancement. Yet, the moderator influence of L2 Teacher Grit (L2TG), Critical Thinking (CT), Teacher Resilience (TR), and Teacher Self-efficacy Beliefs (TS-EB) on TPI has not been extensively documented in the literature. To fill this lacuna, this study developed a model to show the interplay between TPI, L2TG, CT, TR, and TS-EB. The Teacher’s Professional Identity Scale (TPIS), the L2-teacher Grit Scale (L2TGS), the Watson–Glaser Critical Thinking Appraisal Form (WGCTAF), the Teacher Resilience Scale (TRS), and the Teacher Sense of Efficacy Scale (TS-ES) were given to 437 English as a foreign language (EFL) teachers for the intention of collecting this data. Following the findings of Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM), L2TG, CT, TR, and TS-EB can enhance TPI among EFL teachers. Finally, the implications and future direction were offered to enthusiastic educators and researchers which may enhance their awareness of the link between TPI, L2TG, CT, TR, and TS-EB and the way it can generate great results for the educational system. | ||
کلیدواژهها | ||
teacher professional identity؛ l2 teacher grit؛ critical thinking؛ teacher resilience؛ teacher self-efficacy beliefs؛ EFL teachers | ||
مراجع | ||
Acevedo, E. C., & Chelsie, H. (2022). The link between critical thinking and personality: Individual differences in a concern for truth. Modern Psychological Studies, 27(9), 246-260.
Aldosari, M., Heydarnejad, T., Hashemifardnia, A., & Abdalgane, M. (2023). The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: Into prospects of effective language learning. Language Testing in Asia, 13(1). https://doi.org/10.1186/s40468-022-00213-1.
Alibakhshi, G. (2011). On the impacts of gender and personality types on Iranian EFL teachers’ teaching efficacy and teaching activities preferences. Iranian Journal of Applied Linguistics (IJAL), 14 (1), 1-22.
Alibakhshi, G., Abdollahi, H., & Nezakatgoo, B. (2021). Exploring the antecedents of English language teachers’ teaching self-efficacy: A qualitative study. Qualitative Research Journal, 21(3), 286-303.
Alibakhshi, G., Farahzadi, S., Karimi, A. (2019). On the relationship between Iranian EFL teachers’ quality of work Life and their teaching efficacy. Iranian Journal of Applied Language Studies, 11 (1), 1-24.
Alibakhshi, G., Nikdel, F. & Labbafi, A. (2020). Exploring the consequences of teachers’ self-efficacy: A case of teachers of English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00102-1.
Aloe, A. M., Amo, L. C. & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101-126, https://doi.org/10. 1007/s10648-013-9244-0.
Amirian, S. M. R., Ghaniabadi, S., Heydarnejad, T., & Abbasi, S. (2022). The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education. Journal of Applied Research in Higher Education. https://doi.org/10.1108/jarhe-11-2021-0441.
Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402. https://doi.org/10.1016/j.tate.2016.07.024
Ashkani, P., Shabani, M. B., Karimi, M. N., & Esfandiari, R. (2021). Correspondence between EFL teachers’ cognitive and behavioral manifestations of pedagogical beliefs: The moderating role of teacher grit. Teaching English as a Second Language Quarterly (TESLQ), 40, 35–60.
https://doi.org/10.22099/JTLS.2021.40121.2966
Atay, D., & Ece, A. (2009). Multiple identities as reflected in English-language education: The Turkish perspective. Journal of Language, Identity, and Education, 8(1), 21-34.
Bagdžiūnienė D, Kazlauskienė A, Nasvytienė, D., & Sakadolskis, E. (2022). Linking supportive school leadership and teacher resilience: The mediating role of job resources. Frontiers in Education, 7, 999086. https://doi.org/10.3389/feduc.2022.999086
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W H Freeman/Times Books/ Henry Holt & Co.
Barni, D., Danioni, F. & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology, 10, 1645. https://doi.org/10.3389/fpsyg. 2019.01645.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Beauchamp, C., & Thomas, L. (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50(1), 6-13.
https://doi.org/10.1016/j.ijer.2011.04.003
Beltman, S. (2021). Understanding and examining teacher resilience from multiple perspectives. In C. F. Mansfield (Ed.), Cultivating teacher resilience: International Approaches, Applications and Impact (pp.11–26). Springer.
Brown, R., Rivera, G. S., González, M. L., & Kuhn, K. P. (2021). Teacher self- efficacy, dispositional optimism, resilience, and classroom management in high schools. Puerto Rican Journal of Psychology, 32, 18–32.
Buric, I., & Kim, L. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: an analysis using multilevel structural equation modeling. Learn. Instruct. 66, 101302.
https://doi.org/10.1016/j.learninstruc.2019.101302
Buric´, I., Sliškovic´, A., & Soric´, I. (2020). Teachers’ emotions and self-efficacy: A ´ test of reciprocal relations. Frontiers in Psychology, 11, 1650. https://doi.org/10.3389/fpsyg.2020.01650
Chacon, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272.
Chen, J. (2018). Efficacious and positive teachers achieve more: Examining the relationship between teacher efficacy, emotions, and their practicum performance. Asia-Pacific Education Researcher, 28, 327–337. https://doi.org/10.1007/s40299-018-0427-9
Cheng, H. F. (2021). The effect of language-specific grit and future self-guides on willingness to communicate in the second language. English Teaching and Learning, 3, 283–301. https://doi.org/10.1007/s42321-021-00081-87
Cormier, D. L., Dunn, J. G., & Dunn, J. C. (2019). Examining the domain specificity of grit. Personality and Individual Differences, 139, 349–354. https://doi.org/10.1016/j.paid. 2018.11.026
Dale, G., Sampers, D., Loo, S., & Green, C. S. (2018). Individual differences in exploration and persistence: Grit and beliefs about ability and reward. PLoS One,13, e0203131. 0203131. https://doi.org/10.1371/journal. Pone
Daniilidou, A., & Platsidou, M. (2018). Teachers’ resilience scale: An integrated instrument for assessing protective factors. Helenic Journal of Psychology, 15, 15
Derakhshan, A. (2022). Revisiting research on positive psychology in second and foreign language education: trends and directions. Language Related Research, 13(5), 1-43. https://doi.org/10.52547/LRR.13.5.1.
Derakhshan, A., & Nazari, M. (2022a). “I am fed up with the criticisms”: Examining the role of emotional critical incidents in a novice teacher’s identity construction. The Asia Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00666-1.
Derakhshan, A., & Nazari, M. (2022b). Examining teacher identity construction in action research: The mediating role of experience. Educational Studies.
Derakhshan, A., Coombe, C., Arabmofrad, A., & Taghizadeh, M. (2020). Investigating the effects of English language teachers’ professional identity and autonomy in their success. Issues in Language Teaching, 9(1), 1-28. https://doi.org/10.22054/ilt. 2020. 52263.496.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath & Co Publishers, Boston, MA.
Dikilitas, K., & Yayli, D. (2018). Teachers’ professional identity development through action research. ELT Journal, 72 (2), 415-424. https://doi.org/10.1093/elt/ccy027.
Duckworth, A. L. (2016). Grit: The power of passion and perseverance. Simon & Schuster, Inc.
Duckworth, A., Peterson, C., Matthews, M., & Kelly, D. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Edwards, E., & Burns, A. (2016). Language teacher-researcher identity negotiation: An ecological perspective. TESOL Quarterly, 50(3), 735-745. https://doi.org/10.1002/tesq.313
Ennis, R. H. (1996). Critical Thinking. Prentice-Hall. Upper Saddle River, NJ.
Galante, J., Dufour, G., Vainre, M., Wagner, A. P., Stochl, J., Benton, A., … Jones, P. B. (2018). A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): A pragmatic randomized controlled trial. The Lancet Public Health, 3(2), e72–e81. https://doi.org/10.1016/s2468-2667(17)30231-1
Gray, J., & Morton, T. (2018). Social interaction and English language teacher identity. Edinburgh, Scotland: Edinburgh University Press.
Hejazi, S. Y., & Sadoughi, M. (2022). How does teacher support contribute to learners’ grit? The role of learning enjoyment. Innov. Lang. Learn. Teach. 1–14.
https://doi.org/10.1080/17501229.2022.2098961
Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2021). The relationship between critical thinking, self-regulation, and teaching style preferences among EFL teachers: A Path analysis approach. Journal of Language and Education, 7(1), 96-108. https://doi.org/10.17323/jle.2021.11103.
Huang, J. P., & Benson, P. (2013). Autonomy, agency and identity in foreign and second language education. Chinese Journal of Applied Linguistics, 36(1), 7-28.
Jöreskog, K. G. (1990). New developments in LISREL: Analysis of ordinal variables using polychoric correlations and weighted least squares. Quality Quantity, 24, 387–404. https://doi.org/10.1007/BF00152012
Kangas-Dick, K., & O’Shaughnessy, E. (2020). Interventions that promote resilience among teachers: a systematic review of the literature. International Journal of School & Educational, 8, 131–146.
https://doi.org/10.1080/21683603.2020.1734125
Kao, Y., & Lin, S. (2015). Constructing a structural model of teachers’ professional identity. Asian Journal of Management Sciences & Education, 4(1), 69-81. http://www.ajssh.leena-luna.co.jp/.
Karabıyık, C. (2020). Interaction between academic resilience and academic achievement of teacher trainees. International Online Journal of Education and Teaching, 7, 1585–1601.
Kozikoglu, I., & Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers’ technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistics Studies, 15, 20–33. https://doi.org/10.17263/jlls.547594
Lacaba, T. V. G., Lacaba, A. B., & Caliwan, M. A. (2020). Teachers’ resilience: A challenge of commitment and effectiveness. International Journal of Research- Granthaalayah, 8(4), 79-88. Lan, Y. (2022). The role of teachers’ grit and motivation in self-directed professional development. Frontiers in Psychology, 13:922693. https://doi.org/10.3389/fpsyg.2022. 922693
Li, S. (2022). On the role of teacher-student rapport on English as a foreign language students’ well-being. Frontiers in Psychology, 12, 822013. https://doi.org/10.3389/fpsyg.2021. 822013
Liu, H., Zhang, X., & Fang, F. (2021). Young English learners’ attitudes towards China English: Unpacking their identity construction with implications for secondary level language education in China. Asia Pacific Journal of Education, 1-16. https://doi.org 10.1080/02188791.2021.1908228
Ma, Y. (2022). The effect of teachers’ self-efficacy and creativity on English as a foreign language learners’ academic achievement. Frontiers in Psychology, 13, 872147. https://doi.org/10.3389/fpsyg.2022.872147
Malmir, A., & Mohammadi, P. (2018). Teachers’ reflective teaching and self-efficacy as predicators of their professional success: A case of Iranian EFL teachers. Research in English Language Pedagogy (RELP), 6(1), 117-138. https://doi.org/10.30486/relp.2018.538818
Mansfield, C., Papatraianou, L., McDonough, S., King, L. (2018). Building Resilience in Times of Uncertainty and Complexity: Teacher Educator Perceptions of Pre-service Teacher Resilience. In D., Heck & A., Ambrosetti (Eds.). Teacher Education in and For Uncertain Times. Springer.
Mullen, C. A., Shields, L. B., & Tienken, C. H. (2021). Developing teacher resilience and resilient school cultures. J. Scholarsh. Pract. 18, 8–24.
Namaziandost, E., Heydarnejad, T., Azizi, Z. (2023). The impacts of reflective teaching and emotion regulation on work engagement: Into prospect of effective teaching in higher education. Teaching English Language, 17(1), 139-170. https://doi.org/10.22132/TEL.2022.164264.
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
Paul, R. (1988). Critical thinking in the classroom. Teaching K, 8(18), pp. 49-51.
Pawlak, M., Zarrinabadi, N., & Kruk, M. (2022). Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2022. 2091579
Polat, D. D., & Iskender, M. (2018). Exploring teachers’ resilience in relation to job satisfaction, burnout, organizational commitment and perception of organizational climate. International Journal of Psychology and Educational Studies, 5, 1–13. https://doi.org/10.17220/ijpes.2018.03.001
Riswanto, Heydarnejad, T., Saberi Dehkordi, E., & Parmadi, B. (2022). Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00210-4.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. Routledge, Taylor and Francis Group.
Sadeghi, F., Adel, S. M. R., Zareian, G., & Davoudi, M. (2020). Iranian EFL teachers’ and learners’ perceptions of the principles of critical thinking: A constructivist grounded theory study. Iranian Journal of Language Teaching Research, 8, 63–81.
Salehizadeh, S., Shabani, M., & Malmir, A. (2020). Professionalism: The perceptions of Iranian English teachers of competence and performance in language teaching. Iranian Journal of English for Academic Purposes, 9(1), 1-14. https://dorl.net/dor/20.1001.1.24763187.2020.9.1.1.8
Shabani, M. B., Ashkani, P., & Karimi, M. N. (2022). L2 Teachers’ pedagogical thoughts: Variations across teachers with varying levels of grit. Fronters in Education, 7, 890834. https://doi.org/10.3389/feduc.2022.890834
Sheybani, M., & Miri, F. (2019). The relationship between EFL teachers’ professional identity and their critical thinking: a structural equation modeling approach. Cogent Psychology, 9(1), 1-20. https://doi.org/10.1080/23311908.2019.1592796
Sudina, E., Brown, J., Datzman, B., Oki, Y., Song, K., Cavanaugh, R., et al. (2020). Language-specific grit: exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching, 15, 334–351. https://doi.org/10.1080/ 17501229.2020.1802468
Sudina, E., Vernon, T., Foster, H., Del Villano, H., Hernandez, S., Beck, D., et al. (2021). Development and initial validation of the L2-teacher grit scale. TESOL Quarterly, 55, 156–184. https://doi.org/10.1002/tesq.581
Taylor, L. A. (2017). How teachers become teacher researchers: Narrative as a tool for teacher identity construction. Teaching and Teacher Education, 61, 16-25. http://dx.doi.org/10.1016/j.tate.2016.09.008
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 26, 1–26. https://doi.org/10. 1177/1362168820921895
Teng, F. (2019). Autonomy, agency, and identity in teaching and learning English as a foreign language. Cham: Springer.
Tschannen-Moran, M., & Hoy, A.W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. http://dx.doi.org/10.1016/S0742-051X(01)00036-1.
Tschannen-Moran, M., Woolfolk Hoy, A. & Hoy, W.K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
Watson, G., & Glaser, E. M. (1980).Watson-glaser critical thinking appraisal manual. Psychological Corporation.
Wei, R., Liu, H., & Wang, S. (2020). Exploring L2 grit in the Chinese EFL context. System, 93,102295.
Wyatt, M. (2018). Language teachers’ self-efficacy beliefs: A review of the literature (2005-2016). Australian Journal of Teacher Education, 43(4) https://doi.org/10.14221/ajte.2018v43n4.
Xu, Y. (2022). The influence of EFL teachers’ hope and trust on their academic grit: A theoretical review. Frontiers in Psychology, 13, 929841. http://dx.doi.org/10.3389/fpsyg.2022. 929841
Xue, Y. (2022). The role of EFL teachers’ self-efficacy and emotional resilience in appraisal of learners’ success. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.817388.
Yuan, R., & Zhang, L. J. (2020). Teacher metacognitions about identities: Case studies of four expert language teachers in China. TESOL Quarterly, 54(4), 870-899. http://dx.doi.org/10.1002/tesq.561
Zhang, H., Yuan, R., & He, X. (2020). Investigating university EFL teachers’ perceptions of critical thinking and its teaching: Voices from China. The Asia-Pacific Education Researcher, 29, 483–493. https://doi.org/10.1007/s40299-020-00 500-6.
| ||
آمار تعداد مشاهده مقاله: 450 تعداد دریافت فایل اصل مقاله: 389 |