A Language Teacher's Reflection on Maladaptive Immunity, Possible Selves and Motivation

Autor/in	Ordem, Eser
Titel	A Language Teacher's Reflection on Maladaptive Immunity, Possible Selves and Motivation
Quelle	In: International Education Studies, 10 (2017) 9, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Language Teachers; Teacher Attitudes; Teacher Motivation; Second Language Instruction; Case Studies; Longitudinal Studies; Semi Structured Interviews; Diaries; Student Attitudes; Feedback (Response); Self Efficacy; Teacher Effectiveness; English (Second Language); Teacher Persistence; Teacher Burnout; Stress Management; Resistance (Psychology); Content Analysis + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Diary; Tagebuch; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Stressmanagement; Stressbewältigung; Resistenz; Inhaltsanalyse
Abstract	The concept of language teacher immunity as productive and maladaptive system has emerged in very recent years, although motivation has been incrementally studied in second language field. It is important to establish a relationship between language teacher immunity, possible selves and motivation. This study aimed to focus on a teacher's conception and views of adaptive skill, self and motivation while dealing with problems in a certain foreign language classroom environment. The case study was idiographic, longitudinal and phenomenographic. Semi-structured interview, diary and the students' online feedback tools were used to collect data. The relationship between the teacher's reflection on the class and the students' feedback was observed for 14 weeks. The results showed that the teacher showed maladaptive behaviors with low motivation with constant reflection on her previous experiences and possible ideal self and high self-efficacy in a classroom setting. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01