Impacto de las actividades de lenguaje motivacional en la motivación de los maestros novatos de inglés: Una perspectiva de la teoría de la actividad

Autores/as

  • Hyun Soo Kim Chung-Ang University
  • Tae-Young Kim Chung-Ang University

DOI:

https://doi.org/10.30827/portalin.vi36.15909

Palabras clave:

English Teacher, Teacher Motivation, Activity Theory, Languaging, Motivational Languaging Activity

Resumen

El estudio tiene como objetivo explorar la influencia del lenguaje en la motivación de los profesores de inglés novatos e investigar la singularidad de las reacciones de cada profesor de inglés a las actividades de lenguaje motivacional (MLAs) desde una perspectiva de la teoría de la actividad (AT). Se entrevistó a tres profesores de inglés novatos de escuelas secundarias en Corea del Sur con preguntas basadas en un marco de AT, y completaron seis conjuntos de MLAs que constan de dos partes: motivación y lenguaje. Nuestros hallazgos indicaron que los dos maestros relativamente motivados podrían usar los MLAs para recuperar su identidad de maestro ideal y mejorar su confianza en la enseñanza. Al participar en los MLAs, una maestra desmotivada podría remodelar sus pensamientos con respecto a la enseñanza y motivarse nuevamente. También se ha demostrado que los MLAs podrían mediar en la participación en una comunidad de maestros imaginaria, lo que posiblemente conduce a una mejora en la motivación del maestro de L2, pero esto no ocurriría dependiendo de la agencia de maestros de uno.

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Publicado

11-06-2021

Cómo citar

Kim, H. S., & Kim, T.-Y. (2021). Impacto de las actividades de lenguaje motivacional en la motivación de los maestros novatos de inglés: Una perspectiva de la teoría de la actividad. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (36), 139–157. https://doi.org/10.30827/portalin.vi36.15909

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