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From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development

In this paper, a qualitative study was conducted on Jennifer, an EFL teaching professional at the tertiary level in a Chinese context, to investigate her cognitions regarding her professional development and accompanying facilitating factors in her journey from a novice teacher to a teacher leader w...

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Autores principales: Gao, Lori Xingzhen, Yang, Jennifer Jie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9253577/
https://www.ncbi.nlm.nih.gov/pubmed/35800942
http://dx.doi.org/10.3389/fpsyg.2022.921238
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author Gao, Lori Xingzhen
Yang, Jennifer Jie
author_facet Gao, Lori Xingzhen
Yang, Jennifer Jie
author_sort Gao, Lori Xingzhen
collection PubMed
description In this paper, a qualitative study was conducted on Jennifer, an EFL teaching professional at the tertiary level in a Chinese context, to investigate her cognitions regarding her professional development and accompanying facilitating factors in her journey from a novice teacher to a teacher leader with Borg’s model of language teacher cognition as the conceptual basis for subsequent analysis. Jennifer’s written overview and verbal narration in interviews of her journey in professional development were gathered following guiding protocols. Collected data were processed with thematic analysis in NVivo 12. Findings suggest that Jennifer has clear cognitions about how she learned and improved, i.e., the positive changes, in her professional journey and the facilitating factors that mediated her improvement and progress. These facilitating factors were found to include her teaching experience, in-service training, administrative promotion, drawing wisdom from reading Chinese classics, and constant reflection upon her English as a foreign language (EFL) teaching, etc. The implications of the present study for language teacher cognition researchers, English language teacher educators, and EFL teachers in the Chinese context were also discussed.
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spelling pubmed-92535772022-07-06 From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development Gao, Lori Xingzhen Yang, Jennifer Jie Front Psychol Psychology In this paper, a qualitative study was conducted on Jennifer, an EFL teaching professional at the tertiary level in a Chinese context, to investigate her cognitions regarding her professional development and accompanying facilitating factors in her journey from a novice teacher to a teacher leader with Borg’s model of language teacher cognition as the conceptual basis for subsequent analysis. Jennifer’s written overview and verbal narration in interviews of her journey in professional development were gathered following guiding protocols. Collected data were processed with thematic analysis in NVivo 12. Findings suggest that Jennifer has clear cognitions about how she learned and improved, i.e., the positive changes, in her professional journey and the facilitating factors that mediated her improvement and progress. These facilitating factors were found to include her teaching experience, in-service training, administrative promotion, drawing wisdom from reading Chinese classics, and constant reflection upon her English as a foreign language (EFL) teaching, etc. The implications of the present study for language teacher cognition researchers, English language teacher educators, and EFL teachers in the Chinese context were also discussed. Frontiers Media S.A. 2022-06-21 /pmc/articles/PMC9253577/ /pubmed/35800942 http://dx.doi.org/10.3389/fpsyg.2022.921238 Text en Copyright © 2022 Gao and Yang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Gao, Lori Xingzhen
Yang, Jennifer Jie
From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development
title From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development
title_full From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development
title_fullStr From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development
title_full_unstemmed From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development
title_short From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development
title_sort from a novice teacher to a teacher leader: an english-as-a-foreign-language (efl) teacher’s cognitions about her professional development
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9253577/
https://www.ncbi.nlm.nih.gov/pubmed/35800942
http://dx.doi.org/10.3389/fpsyg.2022.921238
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