Exploring Chinese EFL teachers’ professional identity tensions in the senior high school context: A dissonance theory perspective

• PAN, MINGQIONG ^[1] ; KIRKPATRICK , ROBERT ^[2]
  1. [1] WU JIANG SHENZE HIGH SCHOOL, SUZHOU, JIANGSU PROVINCE, CHINA (Corresponding author)
  2. [2] GULF UNIVERSITY FOR SCIENCE AND TECHNOLOGY, KUWAIT
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 9 (Nuevas tendencias y prácticas en el desarrollo profesional del profesorado en contextos EFL/ESL), 2023, págs. 139-155
• Idioma: inglés
• DOI: 10.30827/portalin.vi2023c.29633
• Títulos paralelos:
  • Una investigación sobre la tensión de la identidad profesional de los profesores de EFL de la escuela secundaria en China desde la perspectiva de la teoría de la disonancia
• Enlaces
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• Resumen
  • español

    Debido a la importancia de la identidad profesional en el desarrollo y el éxito de los docentes, los investigadores se han centrado recientemente en las tensiones que pueden desafiar la identidad docente. Aunque estas tensiones son muy importantes en el entorno de EFL, solo unos pocos estudios han resuelto estos problemas a través de métodos de investigación cualitativos. El objetivo de este estudio es investigar la tensión de identidad profesional de los profesores de EFL mediante una escala psicométrica. Por lo tanto, se utilizó la escala de tensión de identidad profesional (PITS) para desarrollar y verificar una herramienta para medir la tensión de identidad profesional de los profesores chinos de inglés desde una perspectiva de la teoría de la disonancia. Con este fin, 452 profesores chinos de EFL de la escuela secundaria participaron en el estudio basado en el método de muestreo de conveniencia. Se realizaron análisis exploratorios y SEM para determinar y confirmar el peso de los factores de influencia, respectivamente. La última herramienta fue una escala Likert de 5 puntos que incluyó 30 elementos para medir seis tensiones diferentes relacionadas con la identidad profesional. Los resultados del estudio muestran que la aplicabilidad de los PITS en el entorno de EFL tiene seis factores contribuyentes. Se discutieron las implicaciones del estudio y las sugerencias para futuras investigaciones.

  • English

    Due to the great importance of professional identity in teachers’ development and success, researchers’ attention has recently been confined to the tensions that may challenge teachers’ identities. Despite the importance of these tensions in the EFL context, only a few studies have addressed them by employing qualitative research methods. The present study aims to investigate the professional identity tensions of EFL teachers by a psychometric scale. Therefore, an instrument was developed and validated for measuring Chinese EFL teachers’ professional identity tensions from the Dissonance Theory perspective by adopting the Professional Identity Tension Scale (PITS). To this end, based on the convenience sampling method, 452 Chinese EFL teachers from senior high schools participated in the study. Exploratory and SEM analyses were performed to identify and confirm the weight of the influencing factors respectively. The final instrument is a 5-point Likert-type item including 30 items measuring six different tensions related to professional identity. The findings were an indication of the applicability of PITS in the EFL context with six contributive factors. Implications of the study and suggestions for further research are discussed.

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