这是进步还是停滞? 一个20年的系统审查TCFL教师的自我效能
Qian Shi1, Jing Zhang2, Wei Zhao1
1School of Chinese Language and Literature, Yunnan University, Kunming, China.
Frontiers in psychology
|November 13, 2025
概括
本综述综合了关于中文作为外语 (TCFL) 教师自我效能的研究,确定了影响因素和积极结果. 调查结果强调了对TCFL教育工作者进行专业发展和支持政策的需要.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 语言学的语言学.
背景情况:
- 教师的自我效能对于有效的外语教学至关重要.
- 社会认知理论为理解自我效能提供了一个框架.
- 研究中文作为外语 (TCFL) 教师的自我效能需要综合.
研究的目的:
- 从2004年到2024年,系统地审查和综合有关TCFL教师自我效能的经验研究.
- 确定影响TCFL教师自我效能的因素.
- 研究TCFL教师自我效能与关键职业成果之间的关系.
主要方法:
- 系统的文献审查遵循PRISMA指南.
- 包括2004年至2024年间发表的15项经验研究.
- 综合研究的定性和定量分析.
主要成果:
- 影响TCFL教师自我效能的关键因素包括个人属性,学生特征和环境背景.
- 更高的教师自我效能与增加技术整合,改善职业发展和留守,以及增强心理资源有关.
- 个人,学生和环境因素显著影响TCFL教师的自我效能.
结论:
- 有针对性的专业发展计划对于提高TCFL教师的自我效能至关重要.
- 支持跨文化适应的制度政策和资源至关重要.
- 未来的研究应该探索新兴技术和多样化的教学环境,以进一步了解TCFL教师的自我效能.
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