Exploring Chinese EFL pre-service teachers’ perceptions of self-directed professional development: The benefits and challenges disclosed

YONGXIANG WANG; YONGLIANG WANG

doi:10.30827/portalin.vi2023c.29623

Autores/as

YONGXIANG WANG NANJING NORMAL UNIVERSITY, CHINA
YONGLIANG WANG NANJING NORMAL UNIVERSITY, CHINA (Corresponding author) https://orcid.org/0000-0002-4672-8481

DOI:

https://doi.org/10.30827/portalin.vi2023c.29623

Palabras clave:

desarrollo profesional, maestros de EFL, maestros en formación inicial, desarrollo profesional autodirigido

Resumen

La enseñanza se ha considerado como un trabajo exigente y complicado en que los docentes desempeñan un papel vital. Para ser efectivos y exitosos, los maestros deben participar en programas de desarrollo profesional (DP). Sin embargo, tales programas son principalmente impulsados con roles pasivos. El desarrollo profesional autodirigido (SDPD) ha llamado la atención de los investigadores. Los beneficios y desafíos del SDPD en programas de pre-servicio se desconocen en el contexto chino de EFL. Este estudio adoptó una entrevista semiestructurada con 50 futuros maestros chinos sobre el SDPD. Los hallazgos obtenidos por MAXQDA (Versión 2022) revelaron que los beneficios más frecuentes del SDPD eran ser “basado en necesidades” y “autodirigido”, lo que produce “flexibilidad”, “autonomía” y “desarrollo del conocimiento profesional” en los docentes. Con respecto a los desafíos en implementar SDPD, los participantes plantearon con mayor frecuencia la “falta de interacción/ asistencia profesional” de fuerzas externas y el hecho de que sean “intensivos en labor”. A pesar de estas complejidades, el 82% de los entrevistados preferían el DP autodirigido y autoiniciado debido a su potencial y eficacia. El estudio alienta a los educadores de EFL a revisar sus perspectivas, planes y estrategias con respecto al profesionalismo y el DP.

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Biografía del autor/a

YONGLIANG WANG, NANJING NORMAL UNIVERSITY, CHINA (Corresponding author)

CORRESPONDING AUTHOR

Yongliang Wang works as an associate professor in Applied Linguistics at the School of Foreign Languages and Cultures, Nanjing Normal University, China. He once obtained his MSc in TESOL from the Graduate School of Education at Bristol University, England, and got his Ph.D degree in Semiotics and Cultural Studies and his name was listed in the Highly Cited Chinese Researchers by Elsevier in 2022. He serves as an editorial member for Current Psychology, Porta Linguarum, International Journal of Mental Health Promotion and Language Related Journal and a peer reviewer for at least 20 SSCI-indexed journals. Thus far, he has published over 60 papers in an EFL education context, most of which are SSCI-indexed journals. He has led 14 research projects on EFL teaching and learning of various levels. Currently, he is focusing his attention on the interface between positive psychology and EFL teaching and learning research.

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