The interplay between identity and emotion of young LOTE (languages other than English) teachers in their early careers: A sociocultural theory perspective

YANHUA HE; LILI QIN; HAORAN CHEN

doi:10.30827/portalin.vi2023c.29655

Autores/as

YANHUA HE SHANGHAI INTERNATIONAL STUDIES UNIVERSITY, CHINA
LILI QIN GUANGDONG UNIVERSITY OF FOREIGN STUDIES, CHINA (Corresponding author)
HAORAN CHEN SOUTH CHINA BUSINESS COLLEGE OF GUANGDONG UNIVERSITY OF FOREIGN STUDIES, CHINA

DOI:

https://doi.org/10.30827/portalin.vi2023c.29655

Palabras clave:

IDAI (idiomas distintos al inglés), los profesores jóvenes, la identidad, la emoción, los interacciones

Resumen

La literatura existente es contradictoria sobre la relación entre las identidades y las emociones de los profesores. La inconsistencia puede explicarse mediante una relación causal unidireccional o un apoyo bidireccional. Sin embargo, desde una perspectiva sociocultural, ambas podrán influenciarse dialéctica. Además, la mayoría de los estudios sobre las identidades de los profesores ha habido centrado en las enseñanzas e investigadoras sin el servicio social. Por lo demás, se ha investigado poco sobre los profesores IDAI (idiomas distintos al inglés) y aún menos sobre los profesores jóvenes. Para colmar estas lagunas, el estudio incluyó encuestas a 843 jóvenes profesores y entrevistas con tres de los encuestados. Mostró que las dos interacciones destacaron en la enseñanza y el servicio social, mientras que se restaron importancia a la investigación debido al débil sentido de la identidad investigadora. Y las identidades y emociones se desarrollaron en un patrón inextricable en una tendencia positiva o negativa. Un mayor sentido de la identidad y la emoción positiva estuvieron estrechamente relacionados, mientras que la identidad de bajo sentido o de reconstrucción y la emoción negativa caminaron juntos. El presente estudio demuestra una evidencia adicional con respecto a la relación dialéctica entre las identidades y las emociones de los profesores

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Biografía del autor/a

YANHUA HE, SHANGHAI INTERNATIONAL STUDIES UNIVERSITY, CHINA

Doctor student in the School of English Studies

LILI QIN, GUANGDONG UNIVERSITY OF FOREIGN STUDIES, CHINA (Corresponding author)

CORRESPONDING AUTHOR

Center for Linguistics and Applied Linguistics, School of English Education, Guangdong University of Foreign Studies, Guangzhou, People’s Republic of China.

HAORAN CHEN, SOUTH CHINA BUSINESS COLLEGE OF GUANGDONG UNIVERSITY OF FOREIGN STUDIES, CHINA

Department of College English Teaching, South China Business School, Guangdong University of Foreign Studies, Guangzhou, People’s Republic of China.

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