ArticleFrontiers in psychology2022
Unpacking language teacher beliefs, agency, and resilience in the complex, unprecedented time: A mixed-method study.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Mapping ecological paradigms in educational psychology: a decade of scholarship inFrontiers in psychology · 2026Pooled it
- Examining EFL vocational school teacher resilience in the Chinese context: a structural equation modeling approach.Frontiers in psychology · 2025Article
- The effect of literature experience of language education teachers on their professional goals and expectations.Frontiers in psychology · 2025Article
- Relationships between Self-Efficacy and Teachers' Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience.Behavioral sciences (Basel, Switzerland) · 2024Article
- Unpacking the interaction between foreign language learners' emotion, cognition, and activity in the flipped classroom in higher education: AFrontiers in psychology · 2022Article
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Authors and funding
3 authors.
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Abstract
We conducted this mixed-method study by focusing on the influx relationship among teacher beliefs, agency, and resilience during the pandemic and exploring the relationships and tensions among these constructs or capacities. Specifically, we surveyed 93 language teachers across seven different regions in China and collected their perceptions and beliefs about challenges and solutions during the first wave of the pandemic. In a further step, we interviewed six participants, analyzed the transcripts of the interviews, and then explored how their agency and resilience emerged and developed during the pandemic. From the quantitative statistics, we reported teacher beliefs about emotional, physical, mentoring, and support challenges in emergency remote teaching and their adopted strategies to handle these challenges during the pandemic. We also reported significant correlations among different perceived challenges and solutions. From the qualitative analysis, we found that language teacher beliefs, agency, and resilience co-evolved from intrapersonal and interpersonal reflections through temporal and contextual affordances. Drawing from the sociocultural theory, we contributed a theoretical framework for studying language teacher beliefs, agency, and resilience. We discussed our findings around the global traits that language teachers are required to develop in the increasingly complex world and also offered implications for language teacher education programs.
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