Understanding Professional Commitment Change of Novice CFL University Teachers: An Integrated Perspective

Autor/inn/en	Sun, Peijian Paul; Yuan, Rui; Greenier, Vincent
Titel	Understanding Professional Commitment Change of Novice CFL University Teachers: An Integrated Perspective
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 49 (2023) 3, S.416-430 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Peijian Paul) ORCID (Yuan, Rui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2135427
Schlagwörter	Chinese; Second Language Instruction; Language Teachers; Novices; Foreign Countries; Self Efficacy; Teacher Attitudes; Work Attitudes; Professional Autonomy; Social Support Groups; College Faculty; Foreign Nationals; Attitude Change; New Zealand + Suchen Sie Ihr Suchwort? China; Chinesen; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Work attitude; Arbeitshaltung; Berufsfreiheit; Social support; Soziale Unterstützung; Fakultät; Ausländer; Ausländerin; Attitudinal change; Einstellungsänderung; Neuseeland
Abstract	This study examined three novice Chinese as a foreign language (CFL) university teachers' professional commitment change in New Zealand from an integrated theoretical framework of professional commitment. Drawing on data from interviews, classroom observations, and teaching material, the study found that although all the participants had mixed reasons for becoming novice CFL university teachers abroad, their ensuing professional commitment towards CFL teaching either diminished, strengthened, or experienced no change under the joint effects of their self-efficacy, outcome expectations, professional autonomy, and social support. Specifically, the study showed that: (1) either low or high teaching self-efficacy could be a hindrance to the sustainment of novice teachers' professional commitment; (2) strong teaching self-efficacy together with high outcome expectations, to a large extent, could strengthen novice teachers' professional commitment; and (3) professional autonomy and social support, to some extent, could modulate novice teachers' teaching self-efficacy and thus bolster their professional commitment. This study concludes with practical implications for how to better support CFL university teachers' continuous commitment to Chinese language teaching around the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01