一个混合方法调查支持性工作环境,成就情绪和教学创造力之间的相互作用,由中国EFL教师所感知
1School of Foreign Studies, Hunan Normal University, Changsha, China.
Perceptual and motor skills
|August 14, 2024
概括
一个支持性的工作环境对英语作为外语 (EFL) 设置中的创造力教学 (TfC) 有积极的影响. 成绩情绪 (AEs) 调解了这种关系,突出了它们在EFL教师发展中的关键作用.
科学领域:
- 教育心理学教育心理学
- 获得第二语言的学习.
- 教师专业发展教师专业发展
背景情况:
- 创造性教学 (TfC) 在英语外语 (EFL) 教育中越来越受欢迎.
- 之前的研究表明,TfC与成就情绪 (AEs) 之间的联系,以及支持性工作环境 (SWE) 与AEs之间的联系.
- 在EFL背景下,SWE,AE和TfC之间的相互作用仍然未被充分探索.
研究的目的:
- 在中国的EFL教师中调查支持性工作环境 (SWE),成就情绪 (AE) 和创造性教学 (TfC) 之间的关联.
- 检查AE在SWE和TfC之间的关系中的调解作用.
- 探索有关这些关联的定性数据的细微见解.
主要方法:
- 采用混合方法方法,结合定量调查和定性访谈.
- 从441名中国EFL教师那里收集了定量数据.
- 通过采访15名EFL教师收集了定性数据.
主要成果:
- 在SWE,四个AE (焦虑,骄傲,快乐,愤怒) 和TfC之间发现了显著的相关性,效果大小各不相同.
- 一个结构方程模型表明,四个AE集体调解了SWE和TfC之间的关系.
- 定性发现为观察到的统计模式提供了更深入的理解.
结论:
- 一个支持性的工作环境对于培养EFL教学中的创造力至关重要.
- 成就情绪在一个支持的环境如何影响教学创造力方面发挥着重要的调解作用.
- 这些发现为提高EFL教师实践和专业发展提供了理论和教学意义.
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