A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

被引:52
作者
Chu, Wenxiu [1 ]
Liu, Honggang [1 ]
Fang, Fan [2 ]
机构
[1] Northeast Normal Univ, Sch Foreign Languages, Changchun 130024, Peoples R China
[2] Shantou Univ, Coll Liberal Arts, Shantou 515063, Peoples R China
关键词
excellent EFL teacher; professional qualities; ecological perspective; teacher education; ENGLISH; MOTIVATION; COMMITMENT; EXPERTISE;
D O I
10.3390/su13126721
中图分类号
X [环境科学、安全科学];
学科分类号
08 ; 0830 ;
摘要
Teachers' quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner's ecological systems model. Four interconnected dimensions of excellent EFL teachers' professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers' professional development.
引用
收藏
页数:18
相关论文
共 40 条
[1]  
[Anonymous], Overview of education achievements in China in 2018
[2]  
[Anonymous], 2003, UNDERSTANDING EXPERT, DOI DOI 10.1017/CBO9781139524698
[3]  
Barkhuizen G., 2008, ELT J, V62, P231, DOI DOI 10.1016/J.SYSTEM.2008.02.002
[4]  
Beijaard D., 1997, EUR J TEACH EDUC, V20, P243, DOI [DOI 10.1080/0261976970200304, 10.1080/0261976970200304]
[5]  
BORKO H, 1989, AM EDUC RES J, V26, P473, DOI 10.3102/00028312026004473
[6]  
Briggs Baffoe-Djan J, 2020, DATA COLLECTION RES
[7]  
Bronfenbrenner U., 2005, Making Human Beings Human: Bioecological Perspectives on Human Development, DOI DOI 10.1080/10824660701860474
[8]  
Cochran-Smith M., 2005, Studying teacher education: The report of the AERA panel on research and teacher education, P37
[9]   An ecological examination of teachers' emotions in the school context [J].
Cross, Dionne I. ;
Hong, Ji Y. .
TEACHING AND TEACHER EDUCATION, 2012, 28 (07) :957-967
[10]   The ecological impact of action research on language teacher development: a review of the literature [J].
Edwards, Emily .
EDUCATIONAL ACTION RESEARCH, 2021, 29 (03) :396-413