¿Importan los comportamientos de regulación emocional en el desarrollo profesional de los profesores de inglés como lengua extranjera? Un enfoque de modelo de proceso
DOI:
https://doi.org/10.30827/portalin.vi2023c.29654Palabras clave:
Regulación emocional, Profesores de inglés como lengua extranjera, Desarrollo profesional docente, Modelo de procesoResumen
La eficacia de los enfoques pedagógicos del inglés como lengua extranjera (EFL) puede reforzarse garantizando que los profesores se encuentren en un estado psicológicamente sólido, lo que les permitirá mejorar sus habilidades profesionales. En este sentido, las conductas de regulación emocional (RE) contribuyen significativamente a mejorar sus capacidades profesionales. Teniendo esto en cuenta, el presente estudio investiga el nivel de utilización y el impacto de las estrategias de ER en el desarrollo profesional de los profesores de inglés como lengua extranjera en instituciones de educación superior chinas. La investigación utilizó un enfoque de encuesta, empleando cuestionarios como medio principal de recopilación de datos, que luego se analizó mediante el modelado ecuacional estructural y el enfoque \estadístico descriptivo. Los hallazgos proporcionan evidencia de que los profesores de inglés como lengua extranjera emplean eficazmente varias estrategias de ER para afrontar los desafíos inherentes al aula, lo que subraya su adaptabilidad y resiliencia. Además, el estudio identifica una relación significativa y positiva entre la utilización de ER y el desarrollo profesional de los profesores de inglés como lengua extranjera. Estos hallazgos enfatizan la importancia de incorporar capacitación en regulación emocional en la enseñanza de inglés como lengua extranjera y en los programas de desarrollo docente para equipar a los educadores con las habilidades necesarias para gestionar eficazmente sus emociones en el aula.
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