Adverse Conditions in the Professional Lives of English Instructors: Recommendations to Ameliorate Teacher Resilience
Elham Entesari
1
(
Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran
)
Mohammad Hosain Yousefi
2
(
Department of English, Bonab Branch, Islamic Azad University
)
Hedayat Eslami
3
(
Department of English Language, Miandoab Branch, Islamic Azad University, Miandoab, Iran
)
کلید واژه: adverse conditions, emotional regulation, psychological wellbeing, teacher education, teacher resilience,
چکیده مقاله :
Adverse Conditions in the Professional Lives of English Instructors: Recommendations to Ameliorate Teacher Resilience Abstract The present qualitative study strived to examine Iranian English instructors’ experiences of adverse conditions in their teaching environments. To yield this purpose, 30 novice language institute English instructors in Tabriz (Iran) were selected as the participants. To triangulate the data, we utilized interview and narrative data collection techniques. Adapting inductive, bottom-up approach to analyzing the themes, three main themes were generated: teacher factors, contextual factors, and student factors. The findings of the study were ascribed to the participants’ resilience in their academic settings. The findings can provide the teacher educators and educational psychologists with certain guiding principles regarding teacher resilience. The results of the study has a number of implications for pedagogy and teaching practice as well as the educational psychology and teacher education . Keywords: adverse conditions, emotional regulation, psychological wellbeing, teacher education, teacher resilience
چکیده انگلیسی :
Adverse Conditions in the Professional Lives of English Instructors: Recommendations to Ameliorate Teacher Resilience Abstract The present qualitative study strived to examine Iranian English instructors’ experiences of adverse conditions in their teaching environments. To yield this purpose, 30 novice language institute English instructors in Tabriz (Iran) were selected as the participants. To triangulate the data, we utilized interview and narrative data collection techniques. Adapting inductive, bottom-up approach to analyzing the themes, three main themes were generated: teacher factors, contextual factors, and student factors. The findings of the study were ascribed to the participants’ resilience in their academic settings. The findings can provide the teacher educators and educational psychologists with certain guiding principles regarding teacher resilience. The results of the study has a number of implications for pedagogy and teaching practice as well as the educational psychology and teacher education . Keywords: adverse conditions, emotional regulation, psychological wellbeing, teacher education, teacher resilience
