The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-02-20 DOI:10.1016/j.tate.2025.104967

Khoa Dang Truong , Ngo Cong-Lem , Bingqing Li

引用次数: 0

Abstract

This scoping review explores complex interactions among identity, cognition, emotion, and agency in language teachers' socio-professional lives. By synthesising findings from 64 studies published between 2008 and 2023, the review highlights three prominent interactional patterns shaping teachers’ professional practice and development, whilst meso-level and macro-level contextual factors strongly impact these interactions. In these interactions, reflective practice plays a pivotal role in intertwining the components, ultimately leading to pedagogical change and professional development. The review integrates these components holistically into a socio-ecological perezhivanie-based framework for understanding teacher development and provides significant implications for practice in teacher professional development programmes.

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语言教师的身份、认知、情感和能动性的相互作用以及语境的作用：一个范围回顾

本研究探讨了语言教师社会职业生活中身份、认知、情感和能动性之间复杂的相互作用。通过综合2008年至2023年间发表的64项研究的结果，该综述强调了塑造教师专业实践和发展的三种突出的互动模式，而中观和宏观层面的背景因素对这些互动有着强烈的影响。在这些互动中，反思性实践在相互交织的组成部分中起着关键作用，最终导致教学变革和专业发展。该综述将这些组成部分整体地整合到一个基于社会生态学的理解教师发展的框架中，并为教师专业发展计划的实践提供了重要的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.