Acceso usuarios
La literatura existente es contradictoria sobre la relación entre las identidades y las emociones de los profesores. La inconsistencia puede explicarse mediante una relación causal unidireccional o un apoyo bidireccional. Sin embargo, desde una perspectiva sociocultural, ambas podrán influenciarse dialéctica. Además, la mayoría de los estudios sobre las identidades de los profesores ha habido centrado en las enseñanzas e investigadoras sin el servicio social. Por lo demás, se ha investigado poco sobre los profesores IDAI (idiomas distintos al inglés) y aún menos sobre los profesores jóvenes. Para colmar estas lagunas, el estudio incluyó encuestas a 843 jóvenes profesores y entrevistas con tres de los encuestados. Mostró que las dos interacciones destacaron en la enseñanza y el servicio social, mientras que se restaron importancia a la investigación debido al débil sentido de la identidad investigadora. Y las identidades y emociones se desarrollaron en un patrón inextricable en una tendencia positiva o negativa. Un mayor sentido de la identidad y la emoción positiva estuvieron estrechamente relacionados, mientras que la identidad de bajo sentido o de reconstrucción y la emoción negativa caminaron juntos. El presente estudio demuestra una evidencia adicional con respecto a la relación dialéctica entre las identidades y las emociones de los profesores
There is conflicting evidence regarding the relationship between teachers’ identities and emotions. The inconsistency may be explained by a one-way causal relationship or two-way support. However, from a sociocultural perspective, the two might dialectically influence each other. Furthermore, most studies on teacher identities have focused solely on teaching and research identities without considering their social service roles as well. Further, little is known about LOTE (Languages Other than English) teachers in higher education, and even less is known about younger novice teachers. To fill these gaps, this study included a survey of 843 young LOTE teachers and in-depth interviews with three respondents at universities to gain a deeper understanding of their identities and emotions. As a result, the interaction between the two variables in the teaching dimension was observed to have a more robust relationship. Teachers’ identities and emotions were inextricably linked in either a positive or negative manner. Specifically, a higher sense of identity and positive emotion correlated closely, whereas a lower sense of identity and negative emotion walked together. As a result of the weak sense of research identity, this relationship was evident in teaching and social service, de-emphasizing research. The present study provides additional evidence with respect to the dialectical relationship between teacher identity and teacher emotion.
FUNDING INFORMATION. The project has been primarily supported by Research Fund for Yunshan Outstanding Scholar, Guangdong University of Foreign Studies (No. 2023RC031), the MOE Project at Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Shanghai International Studies University Peak Discipline (Linguistics) Construction Project (N0. 41004525/001), and Shanghai International Studies University Mentor Academic Leadership Program (N0. 2022113041).
The paper has also been supported by: An Empirical Study on the Impact of Public Sponsored Study Abroad on the Professional Development of University Teachers-Taking Guangdong as an Example (N0: GD22CJY10).
