Xiong Xiaoqin
School of Foreign Studies, China University of Petroleum, Qingdao, China.
Front Psychol. 2022 Jun 24;13:941361. doi: 10.3389/fpsyg.2022.941361. eCollection 2022.
Research has approved that teaching is a complex profession involving many cognitive, social, cultural, and psycho-emotional factors. To perform efficiently, teachers must be psycho-emotionally powerful and ready to cope with the existing challenges and complications of teaching a second/foreign language. This demands attempts to be made to psychologically empower the teachers to form positive outlooks about their profession and practices. Despite the criticality of psychological empowerment (PE), few studies in L2 contexts have dealt with it. Against this gap, the present article aimed to theoretically analyze the interaction among teachers' PE, optimism, and commitment. In so doing, the definitions, models, components, typologies, and empirical studies related to these constructs were presented. Finally, practical implications of this line of research for EFL/ESL teachers, teacher trainers, and researchers are provided to raise their awareness of psycho-emotional factors involved L2 education.
研究已经证实，教学是一个复杂的职业，涉及许多认知、社会、文化和心理情感因素。为了高效地开展教学，教师必须具备强大的心理情感力量，并准备好应对教授第二语言/外语时现存的挑战和复杂情况。这就需要努力从心理上增强教师的力量，使其对自己的职业和教学实践形成积极的看法。尽管心理赋能（PE）至关重要，但在第二语言教学背景下，很少有研究涉及这方面。针对这一空白，本文旨在从理论上分析教师的心理赋能、乐观主义和职业承诺之间的相互作用。在此过程中，介绍了与这些构念相关的定义、模型、组成部分、类型以及实证研究。最后，为英语作为外语/第二语言的教师、教师培训师和研究人员提供了这一系列研究的实践意义，以提高他们对第二语言教育中所涉及的心理情感因素的认识。
