Literaturnachweis - Detailanzeige
Autor/inn/en | Yu, Shulin; Jiang, Lianjiang; Kei, Wan Soi |
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Titel | Early Career English Teachers' Professional Commitment Change: A Macau Study |
Quelle | In: Asia-Pacific Journal of Teacher Education, 49 (2021) 3, S.319-333 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1359-866X |
DOI | 10.1080/1359866X.2020.1756221 |
Schlagwörter | Beginning Teachers; Language Teachers; English (Second Language); Secondary School Teachers; Teacher Persistence; Attitude Change; Career Development; Teacher Education Programs; Practicums; Self Efficacy; Expectation; Professional Autonomy; Social Support Groups; Foreign Countries; Macau Junior teacher; Junglehrer; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Attitudinal change; Einstellungsänderung; Berufsentwicklung; Practicum; Praktikum; Praktika; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Berufsfreiheit; Social support; Soziale Unterstützung; Ausland |
Abstract | While the role of professional commitment in retaining early career teachers has been widely acknowledged in the literature, few studies have examined the commitment change of early career teachers over time. Informed by a developmental perspective, this study explores three early career English teachers' commitment change across the teacher education programme, the practicum, the first year, and the second year in teaching. Drawing on data from in-depth individual life history interviews, this study reveals how the participants' commitment shifted among four commitment levels, i.e., committed passionate, committed compromiser, undecided, and uncommitted. The findings also show that such commitment change over time is an ongoing interaction between individual's self-efficacy, outcome expectation and the professional autonomy and social support afforded by institutional contexts. These findings call for a need to take teacher commitment as a multidimensional construct and to how early career teachers' commitment to teaching could be promoted over time. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |