The interplay of teacher resilience and professional development: The case of two beginning EFL teachers in South Korea

YOUNGMI KIM; TAE-YOUNG KIM

doi:10.30827/portalin.viIX.29889

Autores/as

YOUNGMI KIM Chung-Ang University, Seoul, South Korea https://orcid.org/0000-0001-5630-0297
TAE-YOUNG KIM Chung-Ang University, Seoul, South Korea (Corresponding author) https://orcid.org/0000-0002-2622-3566

DOI:

https://doi.org/10.30827/portalin.viIX.29889

Palabras clave:

resiliencia docente, motivación, desarrollo profesional

Resumen

Este estudio cualitativo explora la resiliencia docente entre dos docentes coreanos de EFL durante el desarrollo profesional docente. Aunque el movimiento de la psicología positiva ha llamado la atención sobre la resiliencia de los docentes en la educación, su importancia sigue infravalorada en la enseñanza del idioma inglés. Esta investigación investiga los desafíos que enfrentan un docente principiante y una docente de veintitantos años para mantener la resiliencia, incluidos los que surgen de factores intrapersonales, interpersonales y ambientales. Los factores intrapersonales obstaculizan la capacidad de los docentes para recuperarse de la adversidad, mientras que las habilidades docentes inadecuadas y la carga del trabajo emocional impactan negativamente en la resiliencia de los docentes en servicio. Los desafíos interpersonales involucran interacciones con estudiantes, padres y colegas, y los factores ambientales se relacionan con el rígido currículo nacional y los planes de evaluación. Sin embargo, este estudio encontró que la auto-reflexión positiva y el apoyo de otros pueden ayudar a los maestros a sobrellevar la adversidad. Este estudio sugiere que para promover la resiliencia, los programas previos y en servicio deberían ofrecer habilidades efectivas de gestión del aula y estrategias de afrontamiento para gestionar el trabajo emocional y apoyar el crecimiento profesional de los docentes.

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