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Nimm einfach die, die du möchtest! Cookies können auch praktisch sein: mehr Komfort und intuitive Elemente bei uns im Shop, die dich schneller zum Ziel führen & personalisierte Inhalte, die genau deine Suchintentionen abdecken – ohne Cookies ist das alles nicht möglich.
Nutzt Cookies und andere Technologien, damit unsere Seite sicher und zuverlässig funktioniert, wir die Performance prüfen und deine Nutzererfahrung einschließlich personalisierter Inhalte sowohl auf unseren als auch auf Drittseiten verbessern können. Hierfür benötigen wir Daten zur Nutzung der Seite, sowie Informationen zu Endgeräten. Mit einem Klick auf „Okay“ willigst du zum einen in die Verwendung von Cookies ein, zum anderen holen wir auf diese Weise – soweit erforderlich – deine Einwilligung in die auf diesen Cookies basierende Verarbeitung deiner Daten ein, einschließlich der Übermittlung solcher Daten an unsere Marketingpartner (Dritte). Deine Einwilligung kannst du jederzeit in den Einstellungen ändern. Wenn du damit nicht einverstanden bist, klicke
Auf Lager – sofort versandfertig Die Lieferzeit beträgt in der Regel 1 – 3 Werktage nach Versand. Wir versenden aus Deutschland – die Lieferzeit ins Ausland beträgt ca. 3 – 8 Tage nach Versand. Bestellungen, welche von Montag bis Freitag bis 14 Uhr eingehen, versenden wir noch am gleichen Tag. Bestellungen, welche Werktags nach 14 Uhr oder an Wochenenden sowie Feiertagen bei uns eingehen, werden am darauffolgenden Werktag versendet.All articles published by are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by , including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https:///openaccess.
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Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.
Editor’s Choice articles are based on recommendations by the scientific editors of journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.
Teachers’ emotions and professional identities in response to educational reforms play a key role in teacher development and policy implementation. However, little attention has been paid to the shifting emotions of teachers of LOTEs (languages other than English). Taking a social-psychological approach, this study examines the emotional reactions and professional identities of LOTE teachers who were inspired to cater for the ‘Belt and Road’ initiative. Semi-structured interviews and documentary analysis were used to probe the emotions and professional identities of 15 LOTE teachers in a Chinese foreign language university. The analysis identifies four categories of LOTE teachers’ identities: The enthusiastic accommodators, the lonely fighters, the drifting followers, and the passive executors. The findings indicate that current educational policies might lead to tensions among LOTE teachers without sufficient support, and suggest that the voices of LOTE teachers should be accommodated in the process of policy-making along with the affordances of support. The study reveals the necessity of adopting a social-psychological perspective on teacher development in the global multilingual educational context.
Unbekannte Stahlen Zwei Wohnmobile
Teachers’ professional identity has received significant attention in the field of teacher development since the 1980s [1]. Professional identity is generally viewed as a constellation of teachers’ opinions of how they regard themselves as teachers or their sense of self [2]. It also encompasses “social and policy expectations of what a good teacher is and the educational ideals of the teacher” [3] (p. 11).
Although teachers’ professional identity is influenced by a variety of factors [4], teacher emotion has been shown to be a key factor in the process of teacher identity construction and development [5, 6]. Specifically, emotions contribute to teachers’ understanding of their professional lives [7], in that they are “the glue of identity” [8] (p. 336), which connect teachers’ thoughts, judgments, and beliefs, as well as giving meaning to their experiences [4]. Teachers’ emotions and professional identities are inextricably linked and affected by one another [6, 9], and this close relationship tends to be particularly evident when faced with educational reforms [10, 11]. Given that teachers’ voices, thoughts, and feelings are routinely neglected or marginalised during mandatory educational changes [12], teachers’ emotions in relation to educational reforms should be studied to explore teachers’ professional identities [4].
In terms of language teachers, existing research on their emotions and professional identity in response to educational reforms has mainly focused on English teachers [4, 9, 10], with little attention having been paid to the shifting emotions of teachers of LOTEs (languages other than English). Language teachers’ emotional responses to educational changes may help to both shape and reshape their professional identities and prompt or hinder the implementation of relevant policies [9]. Thus, a better understanding of LOTE teachers’ emotions can facilitate an understanding of changes in their professional identities during periods of educational reforms. Additionally, given the crucial role of language teachers in language education [13, 14], their professional identities in and of themselves are worthy of exploration.
Led Einbauleuchte Krog 12er Set Weiß
LOTE education in China has experienced rapid growth and become an important focus in recent years due to the promotion of the ‘Belt and Road’ initiative since 2013 [15, 16], and this has led to significant demand for LOTE teachers. This initiative has brought a series of challenges for LOTE teachers’ professional development. For example, internally, LOTE teachers are trapped in anxiety and hesitation brought by the conflict between teaching and research; externally, they are burdened with heavy teaching loads for multiple courses with insufficient teaching resources, as well as diverse responsibilities for teaching, research, and administrative tasks, etc. [17]. Further, these challenges brought by the ‘Belt and Road’ initiative are more complex and greater than those brought
Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.
Editor’s Choice articles are based on recommendations by the scientific editors of journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.
Teachers’ emotions and professional identities in response to educational reforms play a key role in teacher development and policy implementation. However, little attention has been paid to the shifting emotions of teachers of LOTEs (languages other than English). Taking a social-psychological approach, this study examines the emotional reactions and professional identities of LOTE teachers who were inspired to cater for the ‘Belt and Road’ initiative. Semi-structured interviews and documentary analysis were used to probe the emotions and professional identities of 15 LOTE teachers in a Chinese foreign language university. The analysis identifies four categories of LOTE teachers’ identities: The enthusiastic accommodators, the lonely fighters, the drifting followers, and the passive executors. The findings indicate that current educational policies might lead to tensions among LOTE teachers without sufficient support, and suggest that the voices of LOTE teachers should be accommodated in the process of policy-making along with the affordances of support. The study reveals the necessity of adopting a social-psychological perspective on teacher development in the global multilingual educational context.
Unbekannte Stahlen Zwei Wohnmobile
Teachers’ professional identity has received significant attention in the field of teacher development since the 1980s [1]. Professional identity is generally viewed as a constellation of teachers’ opinions of how they regard themselves as teachers or their sense of self [2]. It also encompasses “social and policy expectations of what a good teacher is and the educational ideals of the teacher” [3] (p. 11).
Although teachers’ professional identity is influenced by a variety of factors [4], teacher emotion has been shown to be a key factor in the process of teacher identity construction and development [5, 6]. Specifically, emotions contribute to teachers’ understanding of their professional lives [7], in that they are “the glue of identity” [8] (p. 336), which connect teachers’ thoughts, judgments, and beliefs, as well as giving meaning to their experiences [4]. Teachers’ emotions and professional identities are inextricably linked and affected by one another [6, 9], and this close relationship tends to be particularly evident when faced with educational reforms [10, 11]. Given that teachers’ voices, thoughts, and feelings are routinely neglected or marginalised during mandatory educational changes [12], teachers’ emotions in relation to educational reforms should be studied to explore teachers’ professional identities [4].
In terms of language teachers, existing research on their emotions and professional identity in response to educational reforms has mainly focused on English teachers [4, 9, 10], with little attention having been paid to the shifting emotions of teachers of LOTEs (languages other than English). Language teachers’ emotional responses to educational changes may help to both shape and reshape their professional identities and prompt or hinder the implementation of relevant policies [9]. Thus, a better understanding of LOTE teachers’ emotions can facilitate an understanding of changes in their professional identities during periods of educational reforms. Additionally, given the crucial role of language teachers in language education [13, 14], their professional identities in and of themselves are worthy of exploration.
Led Einbauleuchte Krog 12er Set Weiß
LOTE education in China has experienced rapid growth and become an important focus in recent years due to the promotion of the ‘Belt and Road’ initiative since 2013 [15, 16], and this has led to significant demand for LOTE teachers. This initiative has brought a series of challenges for LOTE teachers’ professional development. For example, internally, LOTE teachers are trapped in anxiety and hesitation brought by the conflict between teaching and research; externally, they are burdened with heavy teaching loads for multiple courses with insufficient teaching resources, as well as diverse responsibilities for teaching, research, and administrative tasks, etc. [17]. Further, these challenges brought by the ‘Belt and Road’ initiative are more complex and greater than those brought
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