Early Career English Teachers' Professional Commitment Change: A Macau Study

Autor/inn/en	Yu, Shulin; Jiang, Lianjiang; Kei, Wan Soi
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01