Exploring Chinese EFL teachers’ professional identity tensions in the senior high school context: A dissonance theory perspective

MINGQIONG PAN; ROBERT KIRKPATRICK

doi:10.30827/portalin.vi2023c.29633

Autores/as

MINGQIONG PAN WUJIANG SHENGZE HIGH SCHOOL, SUZHOU, JIANGSU PROVINCE, CHINA (Corresponding author)
ROBERT KIRKPATRICK GULF UNIVERSITY FOR SCIENCE AND TECHNOLOGY, KUWAIT

DOI:

https://doi.org/10.30827/portalin.vi2023c.29633

Palabras clave:

Identidad profesional, tensión de identidad, teoría de la disonancia, identidad docente, profesores de EFL

Resumen

Debido a la importancia de la identidad profesional en el desarrollo y el éxito de los docentes, los investigadores se han centrado recientemente en las tensiones que pueden desafiar la identidad docente. Aunque estas tensiones son muy importantes en el entorno de EFL, solo unos pocos estudios han resuelto estos problemas a través de métodos de investigación cualitativos. El objetivo de este estudio es investigar la tensión de identidad profesional de los profesores de EFL mediante una escala psicométrica. Por lo tanto, se utilizó la escala de tensión de identidad profesional (PITS) para desarrollar y verificar una herramienta para medir la tensión de identidad profesional de los profesores chinos de inglés desde una perspectiva de la teoría de la disonancia. Con este fin, 452 profesores chinos de EFL de la escuela secundaria participaron en el estudio basado en el método de muestreo de conveniencia. Se realizaron análisis exploratorios y SEM para determinar y confirmar el peso de los factores de influencia, respectivamente. La última herramienta fue una escala Likert de 5 puntos que incluyó 30 elementos para medir seis tensiones diferentes relacionadas con la identidad profesional. Los resultados del estudio muestran que la aplicabilidad de los PITS en el entorno de EFL tiene seis factores contribuyentes. Se discutieron las implicaciones del estudio y las sugerencias para futuras investigaciones.

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Biografía del autor/a

MINGQIONG PAN, WUJIANG SHENGZE HIGH SCHOOL, SUZHOU, JIANGSU PROVINCE, CHINA (Corresponding author)

CORRESPONDING AUTHOR

Citas

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