语言教师职业生涯中的幸福感

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Iranian Journal of Language Teaching Research Pub Date : 2023-10-07 DOI:10.51726/jlr.1356636

Muhammet Yaşar YÜZLÜ

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引用次数: 0

摘要

教师幸福感在教育心理学领域日益突出，尽管它仍然是一个相对新生的领域。这一趋势是由研究重点的明显转变所推动的，从压倒性地强调以学生为中心的范式转变为认识到以教师为中心的考虑是不可或缺的。这种重心的转变凸显了不断变化的动态。在这种背景下，语言教师福祉领域成为语言教师心理学更广泛领域中一个关键的探究点。

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Language Teacher Wellbeing across the Career Span

Teacher wellbeing is gaining prominence in the realm of educational psychology, although it remains a relatively nascent domain. This trend is propelled by a perceptible shift in research focus, transitioning from an overwhelming emphasis on student-centered paradigms to a recognition of the indispensability of catering to teacher-centric considerations. This shift in emphasis underscores the evolving dynamics. Within this milieu, the domain of language teacher wellbeing emerges as a pivotal locus of inquiry within the broader landscape of language teacher psychology.

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来源期刊

Iranian Journal of Language Teaching Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

8.00%

发文量

审稿时长

15 weeks

期刊介绍： The main focus of the Journal is on research done on language learning and teaching. We are in particular interested in research papers on L2 education (in particular EFL/ESL), in public and private contexts, in natural and classroom settings as well as in a variety of levels including school level, university level, institute level, etc. The Journal welcomes papers on teaching and learning any component of language, including skills and sub-skills, as well as teaching/learning translation, literature, etc. Research on the use of new technologies such as CALL and MALL for teaching/learning languages is also considered appropriate for this Journal. Although the focus is primarily on research on language education, we will also consider papers in other areas of applied linguistics such as language testing as far as they have clear implications for language teaching/learning. Reviews of literature are not acceptable for this Journal; however, status papers by experts in the field are called for as long as explicit implications are drawn in favour of language teaching and learning. Reviews of recently published books on language education are also accepted for publication. Contributors are advised to consult the Journal office before doing/sending a book review.