Huang Fang, Zhao Mingyan, Qi Jiafu, Zhang Ruyue
Foreign Languages Educational Research Center, School of Foreign Languages, Qingdao University, Qingdao, China.
Front Psychol. 2023 Jan 12;13:1064963. doi: 10.3389/fpsyg.2022.1064963. eCollection 2022.
While the technology integration has been widely acknowledged, insufficient effort has been made to understand English teachers' perceptions of emergency remote teaching (ERT). Given English is the primary foreign language in China and English teachers' perceptions and adoptions of ERT impact the attainment of teaching and learning goals, this study inquired into experienced university English teachers' emotional attitudes, perceptions of the reconstructed professional identity, and their strategies to cope with difficulties when conducting ERT in the Chinese English teaching context. Semi-structured interviews were conducted both online and face-to-face with five experienced universities English teachers in China. The findings indicated a trajectory of teachers' attitudes toward ERT, namely, their attitudes were switched from doubt and rejection to fondness and attachment. Experienced English teachers adopted various strategies to cope with the difficulties and challenges they have encountered, including seeking support from their peers, students, and family, as well as self-regulated learning to sustain continuing professional development. During ERT, they have reconstructed their teacher identities. The study enriched peoples' understandings of English teachers' perceptions of the ERT by contextualizing the study in the Chinese educational context. Results can provide empirical evidence for policymakers and teacher trainers to make informed decisions regarding technical support and teachers' continuing professional development.
虽然技术整合已得到广泛认可，但在了解英语教师对紧急远程教学（ERT）的看法方面所做的努力却不够。鉴于英语是中国的主要外语，且英语教师对ERT的看法和采用情况会影响教学目标的实现，本研究探讨了中国英语教学背景下经验丰富的大学英语教师在进行ERT时的情感态度、对重构职业身份的看法以及应对困难的策略。通过线上和线下相结合的方式，对中国五名经验丰富的大学英语教师进行了半结构化访谈。研究结果表明了教师对ERT态度的一个转变轨迹，即他们的态度从怀疑和拒绝转变为喜爱和依恋。经验丰富的英语教师采用了各种策略来应对他们遇到的困难和挑战，包括向同行、学生和家人寻求支持，以及通过自我调节学习来维持持续的专业发展。在ERT期间，他们重构了自己的教师身份。本研究通过将其置于中国教育背景下，丰富了人们对英语教师对ERT看法的理解。研究结果可为政策制定者和教师培训者在技术支持和教师持续专业发展方面做出明智决策提供实证依据。
