The emotions of teachers teaching German in Chinese secondary schools

Fei Lian; Yuan Li; Jian Tao

doi:10.30827/portalin.viVIII.29245

Autores/as

Fei Lian ZHEJIANG UNIVERSITY
Yuan Li ZHEJIANG UNIVERSITY
Jian Tao SHANGHAI UNIVERSITY OF FINANCE AND ECONOMICS

DOI:

https://doi.org/10.30827/portalin.viVIII.29245

Palabras clave:

Enseñanza del idioma alemán, emoción del profesor de idiomas, Profesores chinos de alemán, nuevo estándar curricular

Resumen

Como parte del esfuerzo continuo por promover la educación multilingüe, China ha incluido recientemente el alemán, el francés y el español como asignaturas en la educación secundaria. Los profesores de secundaria que enseñan estos idiomas distintos al inglés (LOTE) pueden enfrentarse a nuevos desafíos y oportunidades, lo que puede hacer que sus carreras profesionales sean emocionalmente intensas. Por lo tanto, tomamos como ejemplo a los profesores que enseñan alemán en las escuelas secundarias chinas y examinamos sus emociones, incluidos los tipos de emociones y las razones que subyacen a estas emociones. Utilizando un método mixto, esta investigación encuestó a 136 profesores chinos de alemán en todo el país, y luego realizó entrevistas de seguimiento con 20 participantes. El estudio revela que los profesores chinos de alemán experimentaron más emociones positivas que negativas. Las emociones positivas se asociaron en su mayoría con las interacciones positivas en sus entornos escolares, seguidas de los conocimientos, intereses y personalidad de los profesores, mientras que las oportunidades creadas por el desarrollo de la asignatura de alemán constituyeron un factor adicional. Se han discutido las implicaciones sobre cómo mejorar las experiencias emocionales de los docentes de LOTE.

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FUNDING INFORMATION. This work was supported by the Fundamental Research Funds for the Central Universities and the Funds of the Teaching Advisory Board for German majors under the Ministry of Education in China (21DYJJ06).