{"title":"职前对外汉语(CFL)教师教学能力心态的 Q 方法研究","authors":"Chengwen Yuan, Yong Zhu, Y. Slaughter","doi":"10.1515/iral-2023-0228","DOIUrl":null,"url":null,"abstract":"\n A teacher’s mindset significantly affects their engagement, development, teaching quality, and well-being. This is crucial for pre-service teachers acquiring competencies for effective teaching. While research often focuses on English language teaching in Western contexts, little explores non-Western language teaching mindsets. Given the intersections of associated social, cultural, and linguistic variables with mindset, this study investigates Chinese as a foreign language (CFL) pre-service teachers’ mindsets on teaching competencies. The study utilized Q methodology, which is a philosophical and conceptual framework for examining subjectivity, and post-sort questionnaires with 39 pre-service teachers in China. The research findings provide important insights into the diverse and contradictory mindsets of pre-service CFL teachers, and the ideologies influencing beliefs as to what constitutes effective language teaching in the Chinese socio-cultural and socio-political context, providing insights into how teacher training programs need to be tailored to challenge and extend the complex mindsets held by pre-service language teachers.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies\",\"authors\":\"Chengwen Yuan, Yong Zhu, Y. Slaughter\",\"doi\":\"10.1515/iral-2023-0228\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n A teacher’s mindset significantly affects their engagement, development, teaching quality, and well-being. This is crucial for pre-service teachers acquiring competencies for effective teaching. While research often focuses on English language teaching in Western contexts, little explores non-Western language teaching mindsets. Given the intersections of associated social, cultural, and linguistic variables with mindset, this study investigates Chinese as a foreign language (CFL) pre-service teachers’ mindsets on teaching competencies. The study utilized Q methodology, which is a philosophical and conceptual framework for examining subjectivity, and post-sort questionnaires with 39 pre-service teachers in China. The research findings provide important insights into the diverse and contradictory mindsets of pre-service CFL teachers, and the ideologies influencing beliefs as to what constitutes effective language teaching in the Chinese socio-cultural and socio-political context, providing insights into how teacher training programs need to be tailored to challenge and extend the complex mindsets held by pre-service language teachers.\",\"PeriodicalId\":507656,\"journal\":{\"name\":\"International Review of Applied Linguistics in Language Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-03-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Review of Applied Linguistics in Language Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/iral-2023-0228\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Review of Applied Linguistics in Language Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/iral-2023-0228","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies
A teacher’s mindset significantly affects their engagement, development, teaching quality, and well-being. This is crucial for pre-service teachers acquiring competencies for effective teaching. While research often focuses on English language teaching in Western contexts, little explores non-Western language teaching mindsets. Given the intersections of associated social, cultural, and linguistic variables with mindset, this study investigates Chinese as a foreign language (CFL) pre-service teachers’ mindsets on teaching competencies. The study utilized Q methodology, which is a philosophical and conceptual framework for examining subjectivity, and post-sort questionnaires with 39 pre-service teachers in China. The research findings provide important insights into the diverse and contradictory mindsets of pre-service CFL teachers, and the ideologies influencing beliefs as to what constitutes effective language teaching in the Chinese socio-cultural and socio-political context, providing insights into how teacher training programs need to be tailored to challenge and extend the complex mindsets held by pre-service language teachers.