新手语文教师引导自己的情感弱点发挥能动作用：对话式社区实践研究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-09-05 DOI:10.1016/j.tate.2024.104759

Mostafa Nazari , Guangwei Hu

{"title":"新手语文教师引导自己的情感弱点发挥能动作用：对话式社区实践研究","authors":"Mostafa Nazari , Guangwei Hu","doi":"10.1016/j.tate.2024.104759","DOIUrl":null,"url":null,"abstract":"<div><p>This study longitudinally tracked how a CoP focused on sharing emotional vulnerabilities contributed to three novice language teachers’ agencies across the three dimensions of belonging (engagement, imagination, and alignment). Multi-stage analyses of data sources (interviews, reflective journals, observations, and online interactions) revealed that the CoP provided a space for the teachers to engage in dialogism that mitigated the negative effects of emotional vulnerabilities on their growth and enhanced their ability to better exercise agency. We show how personal attributes shaped CoP membership, which in turn reshaped those personal attributes toward the desirable goals of openness to vulnerabilities, dialogism, and enhanced agency.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104759"},"PeriodicalIF":4.0000,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Novice language teachers steer their emotional vulnerabilities toward exercising agency: A dialogical-community of practice study\",\"authors\":\"Mostafa Nazari , Guangwei Hu\",\"doi\":\"10.1016/j.tate.2024.104759\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This study longitudinally tracked how a CoP focused on sharing emotional vulnerabilities contributed to three novice language teachers’ agencies across the three dimensions of belonging (engagement, imagination, and alignment). Multi-stage analyses of data sources (interviews, reflective journals, observations, and online interactions) revealed that the CoP provided a space for the teachers to engage in dialogism that mitigated the negative effects of emotional vulnerabilities on their growth and enhanced their ability to better exercise agency. We show how personal attributes shaped CoP membership, which in turn reshaped those personal attributes toward the desirable goals of openness to vulnerabilities, dialogism, and enhanced agency.</p></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"152 \",\"pages\":\"Article 104759\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-09-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24002920\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002920","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本研究纵向追踪了以分享情感弱点为重点的合作小组如何在归属感的三个维度（参与、想象力和一致性）上促进了三位语言新手教师的机构。对数据源（访谈、反思日记、观察和在线互动）的多阶段分析表明，CoP 为教师们提供了一个参与对话的空间，从而减轻了情感脆弱性对其成长的负面影响，并增强了他们更好地发挥能动作用的能力。我们展示了个人特质是如何塑造 CoP 成员的，而 CoP 又是如何重塑这些个人特质，使其向着对脆弱敞开心扉、对话和增强能动性的理想目标发展的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Novice language teachers steer their emotional vulnerabilities toward exercising agency: A dialogical-community of practice study

This study longitudinally tracked how a CoP focused on sharing emotional vulnerabilities contributed to three novice language teachers’ agencies across the three dimensions of belonging (engagement, imagination, and alignment). Multi-stage analyses of data sources (interviews, reflective journals, observations, and online interactions) revealed that the CoP provided a space for the teachers to engage in dialogism that mitigated the negative effects of emotional vulnerabilities on their growth and enhanced their ability to better exercise agency. We show how personal attributes shaped CoP membership, which in turn reshaped those personal attributes toward the desirable goals of openness to vulnerabilities, dialogism, and enhanced agency.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.