El papel predictivo de la autoeficacia y la perseverancia de los profesores de EFL/ESL en su desarrollo profesional

Autores/as

  • Yongbi Zhi Suzhou University of Science and Technology
  • Hongwu Yang Suzhou University of Science and Technology

Palabras clave:

Desarrollo Profesional de los Docentes, Autoeficacia de los Docentes, Persistencia, EFL los profesores, Psicología Positiva

Resumen

En las últimas décadas, el desarrollo profesional de los docentes (TPD) ha sido objeto de mucha investigación. En el contexto del inglés como lengua extranjera, sus características, dimensiones, mediciones y resultados han sido ampliamente estudiados. Sin embargo, el papel de los factores psicoemocionales en el proceso de TPD se ha pasado por alto, especialmente cuando se trata de factores demográficos. Para llenar este vacío, este estudio cuantitativo examinó el papel predictivo de la autoeficacia y la perseverancia de los maestros en el desarrollo profesional de los profesores de inglés chinos. Tres cuestionarios en línea fueron completados por 305 profesores de inglés chino de diferentes orígenes. Los resultados del modelo de ecuaciones estructurales y los pesos de regresión estandarizados revelaron fuertes vínculos entre los factores demográficos (género, educación, experiencia) y TDP. Además, la autoeficacia y la perseverancia juntos podrían predecir el 78% y el 43% de los cambios en el desarrollo profesional de los profesores de inglés en China. Al final del estudio, los autores ofrecen a los futuros investigadores y profesores de inglés algunas ideas para aumentar su comprensión de los factores psicológicos-emocionales.

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Biografía del autor/a

Yongbi Zhi, Suzhou University of Science and Technology

Professor in Applied Linguistics, School of Foreign Languages and Literature, Suzhou University of Science and technology; Center for Overseas Think Tank’s China Studies, Suzhou University of Science and Technology, People’s Republic of China.

Hongwu Yang, Suzhou University of Science and Technology

Lecturer in Applied Linguistics, School of Foreign Languages and Literature, Suzhou University of Science and Technology, People’s Republic of China.

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Publicado

28-06-2024

Cómo citar

Zhi, Y., & Yang, H. (2024). El papel predictivo de la autoeficacia y la perseverancia de los profesores de EFL/ESL en su desarrollo profesional. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (42). Recuperado a partir de https://revistaseug.ugr.es/index.php/portalin/article/view/27900

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Núm. 42 (2024): Junio [Versión provisional]

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