Exploring the contribution of interpersonal emotion regulation to pre-service EFL teachers' sustainable professional development and wellbeing

• WANG, MIAOMIAO ^[1] ; WANG, YONGXIANG ^[2]
  1. [1] NANJING NORMAL UNIVERSITY, CHINA
  2. [2] NANJING NORMAL UNIVERSITY, CHINA (Corresponding author)
• 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. 329-347
• Idioma: inglés
• DOI: 10.30827/portalin.vi2023c.29657
• Títulos paralelos:
  • Explorar la contribución de la regulación emocional Interpersonal al desarrollo profesional sostenible y el bienestar de los profesores de EFL antes de servir
• Enlaces
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• Resumen
  • español

    Hay un gran cuerpo de investigación que respalda el papel de las habilidades interpersonales y la regulación de las emociones en el profesionalismo y los Estados psicológicos de los profesores de inglés como lengua extranjera. Sin embargo, se ha realizado escasa investigación sobre la regulación emocional interpersonal (IER) de los profesores de EFL en formación y la forma en que puede contribuir a su desarrollo profesional sostenible (SPD) y sentido de bienestar. Para cerrar la brecha, este estudio cualitativo examinó las percepciones de 34 profesores chinos de EFL con respecto a tal interacción usando una entrevista semiestructurada. Los resultados del análisis de contenido y temático revelaron que las estrategias de IER utilizadas por los profesores de EFL en formación tuvieron diferentes contribuciones a su SPD y bienestar al establecer "un entorno de aprendizaje de apoyo", "fuerte relación en el aula", "comunicación interpersonal" y "alfabetización emocional". Además, se indicó que los participantes utilizaron diferentes actividades y prácticas para regular y equilibrar sus estrategias de ia para obtener SPD y bienestar, incluyendo actividades "autoorientadas", "orientadas a otros" y "desarrollo profesional". El estudio concluye con una discusión de los hallazgos y presenta una serie de conclusiones y futuras líneas de investigación considerando el impacto de las emociones interpersonales y su regulación en la profesionalidad y el bienestar de los docentes de EFL.

  • English

    There is a large body of research endorsing the role of interpersonal skills and emotion regulation in English as a foreign language teachers’ professionalism and psychological states. However, scant research has been done on pre-service EFL teachers’ interpersonal emotion regulation (IER) and the way it can contribute to their sustainable professional development (SPD) and sense of wellbeing. To bridge the gap, this qualitative study examined the perceptions of 34 Chinese pre-service EFL teachers regarding such an interplay using a semi-structured interview. The results of content and thematic analysis revealed that IER strategies used by pre-service EFL teachers had different contributions to their SPD and wellbeing by establishing ‘a supportive learning environment’, ‘strong classroom rapport’, ‘interpersonal communication’, and ‘emotional literacy’. Furthermore, it was indicated that the participants used different activities and practices to regulate and balance their IER strategies to gain SPD and wellbeing including ‘self-oriented’, ‘other-oriented’, and ‘professional development’ activities. The study ends in a discussion of the findings and presents a number of conclusions and future lines of research considering the impact of interpersonal emotions and their regulation on EFL teachers’ professionalism and wellbeing.

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