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Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective
Due to the COVID-19 pandemic, online teaching became a significant method at different levels of education across the globe. The transition from traditional offline to online educational environments brought new challenges for language teachers. Buoyancy plays a crucial role for teachers to bounce b...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9819070/ https://www.ncbi.nlm.nih.gov/pubmed/36612932 http://dx.doi.org/10.3390/ijerph20010613 |
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author | Liu, Honggang Duan, Siyu Chu, Wenxiu |
author_facet | Liu, Honggang Duan, Siyu Chu, Wenxiu |
author_sort | Liu, Honggang |
collection | PubMed |
description | Due to the COVID-19 pandemic, online teaching became a significant method at different levels of education across the globe. The transition from traditional offline to online educational environments brought new challenges for language teachers. Buoyancy plays a crucial role for teachers to bounce back from challenging situations. However, there is a scarcity of empirical research on language teacher buoyancy in online contexts from an ecological perspective which is conducive to unfolding the complex and dynamic nature of buoyancy. To fill this gap, the current study utilized a qualitative research method to investigate the factors influencing English teacher buoyancy in online teaching and how they shape and exercise buoyancy in their negotiation with different ecological systems in online teaching guided by Bronfenbrenner’s ecological systems theory. The findings revealed that teachers experienced multiple challenges from different ecological systems, such as ineffective classroom interaction, work–life imbalance, heavy workload, and higher school requirements. Additionally, teacher buoyancy was shaped by the dynamic interaction between teachers and ecological systems and was not only viewed as the individual’s ability but as a socio-ecological product. Based on the above findings, the paper provides some implications for developing and researching language teacher buoyancy in the future. |
format | Online Article Text |
id | pubmed-9819070 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-98190702023-01-07 Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective Liu, Honggang Duan, Siyu Chu, Wenxiu Int J Environ Res Public Health Article Due to the COVID-19 pandemic, online teaching became a significant method at different levels of education across the globe. The transition from traditional offline to online educational environments brought new challenges for language teachers. Buoyancy plays a crucial role for teachers to bounce back from challenging situations. However, there is a scarcity of empirical research on language teacher buoyancy in online contexts from an ecological perspective which is conducive to unfolding the complex and dynamic nature of buoyancy. To fill this gap, the current study utilized a qualitative research method to investigate the factors influencing English teacher buoyancy in online teaching and how they shape and exercise buoyancy in their negotiation with different ecological systems in online teaching guided by Bronfenbrenner’s ecological systems theory. The findings revealed that teachers experienced multiple challenges from different ecological systems, such as ineffective classroom interaction, work–life imbalance, heavy workload, and higher school requirements. Additionally, teacher buoyancy was shaped by the dynamic interaction between teachers and ecological systems and was not only viewed as the individual’s ability but as a socio-ecological product. Based on the above findings, the paper provides some implications for developing and researching language teacher buoyancy in the future. MDPI 2022-12-29 /pmc/articles/PMC9819070/ /pubmed/36612932 http://dx.doi.org/10.3390/ijerph20010613 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Liu, Honggang Duan, Siyu Chu, Wenxiu Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective |
title | Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective |
title_full | Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective |
title_fullStr | Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective |
title_full_unstemmed | Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective |
title_short | Unraveling EFL Teacher Buoyancy in Online Teaching: An Ecological Perspective |
title_sort | unraveling efl teacher buoyancy in online teaching: an ecological perspective |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9819070/ https://www.ncbi.nlm.nih.gov/pubmed/36612932 http://dx.doi.org/10.3390/ijerph20010613 |
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