ABSTRACT

Issues of teacher quality and effectivity inform teacher education, policy, practice and research and are connected with teacher resilience and retention. (Mansfield, C.F., S. Beltman, A. Price and A. McConney. 2012. “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education 28, no. 3: 357–367). Effective teachers are strongly associated with resilient teachers, those who possess particular personality traits and maintain their commitment to the job despite the challenges they face (Gu, Q. and C Day. 2007. Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education 23, no. 8: 1302–1316). This paper examines teachers’ views on the propensities of effective English as a Foreign Language (EFL) teachers and on the factors that contributed to their teacher preparation. Data was collected using a self-report online survey from 167 early career English teachers and in-depth interviews with a sample of six teachers. Results point at personal ‘soft factors’ such as motivation, enthusiasm and self-confidence coupled with school support, team work and shared teaching practices, seen as most cardinal in English teachers’ effectivity and resilience. Programmes nurturing emotional management, self- awareness and ways of improving self-regulation are suggested both in pre-service preparation programmes and in-service professional development, in order to sustain teacher motivation and commitment.

摘要

教师质量和效率问题为教师教育、政策、实践和研究提供信息，并与教师的适应力和留任有关。（Mansfield, CF, S. Beltman, A. Price 和 A. McConney。2012。“不要为小事出汗：”了解教师在粉笔上的弹性。教学和教师教育28，第 3 期：357–367） . 有效的教师与有韧性的教师密切相关，这些教师具有特殊的个性特征，尽管面临挑战，仍能保持对工作的承诺（Gu, Q. and C Day. 2007. Teachers Resilience: A必要条件。教学和教师教育23，没有。8：1302–1316）。本文探讨了教师对有效的英语作为外语 (EFL) 教师的倾向以及有助于他们的教师准备的因素的看法。数据是通过对 167 名早期职业英语教师的自我报告在线调查和对六名教师样本的深入访谈收集的。结果指向个人“软因素”，例如动机、热情和自信，再加上学校的支持、团队合作和共享教学实践，被视为影响英语教师效率和弹性的最重要因素。建议在职前准备计划和在职专业发展中培养情绪管理、自我意识和改善自我调节的方法，以保持教师的积极性和承诺。