Are French Teachers Passionate About Their Profession?

S. Farisi, S. Halimi
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引用次数: 1

Abstract

This study discusses the passion exhibited by instructors teaching French as a foreign language in high schools in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). In the domain of psychology, passion is deemed to be the pivotal factor for successful classroom learning. Passion is closely correlated with motivation and the two attributes influence each other. However, the learning of French is not accorded due importance in the school curriculum and students are not adequately motivated to learn the language. The quality of French learning in schools is thus often below par. This study aims to identify the number of French teachers throughout the Jabodetabek area who display passion in their teaching practices and to describe their classroom pedagogies. It further intends to elucidate the factors that influence the passion and motivation of French instructors in high schools. This combined-method research initiative obtained data from 37 French teachers through questionnaires, self-reflection sheets, and semi-structured interviews. The collected data were subsequently processed using descriptive quantitative analysis and an independent samples t-test. The results did not identify the attribute of passion in any of the examined French teachers. However, three of the instructors came close to displaying all the qualities of teachers who are passionate about their profession. Unfortunately, these three instructors could not demonstrate learning effectiveness in their classrooms. Therefore, the investigation leads to the conclusion that there is a dire need for French teachers who are passionate about their work. The outcomes of this study also indicate several factors that influence the passion for teaching. Educational institutions must inculcate, develop, maintain, and integrate the characteristic of passion for the profession into the teacher education
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法语教师对自己的职业充满热情吗?
本研究探讨了雅加达、茂物、德波、丹格朗和别加西(Jabodetabek)高中法语教师的教学热情。在心理学领域,激情被认为是课堂学习成功的关键因素。激情与动机密切相关,两者相互影响。然而,法语的学习在学校课程中没有得到应有的重视,学生学习语言的动力不足。因此,学校的法语学习质量往往低于标准。本研究旨在确定整个Jabodetabek地区在教学实践中表现出热情的法语教师的数量,并描述他们的课堂教学法。并进一步探讨影响高中法语教师教学热情和积极性的因素。这项综合方法研究计划通过问卷调查、自我反思表和半结构化访谈从37名法语教师中获得数据。收集的数据随后使用描述性定量分析和独立样本t检验进行处理。结果并没有发现任何被调查的法语教师的激情属性。然而,其中三名教师几乎展示了对自己的职业充满热情的教师的所有品质。不幸的是,这三位教师无法在课堂上展示学习效果。因此,调查得出的结论是,迫切需要对工作充满热情的法语教师。本研究的结果也指出了影响教学热情的几个因素。教育机构必须在教师教育中灌输、培养、保持和融入职业热情的特点
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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