The Role Of Context In Language Teachers U2019 Self Development And Motivation
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The Role of Context in Language Teachers{u2019} Self Development and Motivation
This book unpacks data from conversations with non-native speaker EFL teachers to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers’ self and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts.
Advancing Language Research through Q Methodology
Author: Nicola Fraschini
language: en
Publisher: Channel View Publications
Release Date: 2024-07-16
This volume investigates the ways in which Q methodology can uncover and foreground new perspectives and contribute to language education and language policy research. It demonstrates the flexibility of this research methodology in addressing dynamic and complex language issues across a variety of educational topics and geographical contexts. The chapter authors use Q methodology to explore topics such as identity, motivation, cognition, emotion, pre-service and in-service teacher beliefs and to evaluate language programmes, curricula and policies. These contributions highlight Q methodology’s potential to inform theoretical developments by revealing fresh perspectives on contemporary issues and generating new hypotheses. They foster further Q methodology research, demonstrating how it can contribute to a science of subjectivity and allow researchers to value the perspectives of all stakeholders for more inclusive research. This book will be of interest to graduate students and researchers in language education and language policy research and those in the broader field of social sciences looking to expand their knowledge of the methodology and how it can be used to study contemporary, dynamic and complex issues.
Student-Teacher Relationship Quality Research: Past, Present and Future,volume II
Author: Claudio Longobardi
language: en
Publisher: Frontiers Media SA
Release Date: 2024-06-28
Since the publication of Robert Pianta's 2001 handbook on the quality of the teacher-student relationship, much has been accomplished and research contributions have multiplied from different authors and countries. This testifies to the richness and continuous evolution of this field of research. The quality of the teacher-student relationship has been recognized as an important factor in the psychological development of students and seems to increase their adjustment to the school context. A good quality of relationship, according to attachment theorists, is characterized by closeness, affection, and respect. In this direction, the teacher can offer a relational context that can support the child in their learning processes and psychological development, preventing negative outcomes. The research focused on defining the salient features of this educational relationship and refining tools that could collect the perceptions of students and teachers, trying to identify the possible outcomes associated and the mechanisms involved.