About this Research Topic
As one part of language teacher education, Language Teacher Psychology (LTP), which focuses on the individual differences of language teachers, is a significant area that deserves in-depth investigation. Unfortunately, our literature search has resulted in a very limited amount of work. Scant attention has been given to LTP despite the availability of multiple theoretical perspectives that can be fully made use of in this investigation into this under-explored subfield of language teacher education (Mercer & Kostoulas, 2018). However, with much emphasis on the multilingual contexts in this era of globalization (e.g., Thompson, 2021), especially how teachers learn how to improve their professional practice (Borg, 2019; Zhang, 2021), the exploration of LTP becomes even more relevant than it was. This is because research into this subfield is conducive to understanding teacher professional development, and teaching efficiency to enhance the language education quality in many different contexts across the globe. Additionally, with the popularity of the Internet, online language teaching has become an important mode of teaching delivery, especially in a new health situation arising from the worldwide outbreak of Covid-19. The transition from traditional face-to-face teaching to online teaching not only presents new teaching requirements but also brings about more psychological and affective pressures on language teachers, all of which further influence the student learning experience and outcome as well as educational quality.
Therefore, with a call for concentrating on LTP in traditional educational settings, it is also necessary to delve into LTP in online educational contexts. To date, some researchers have focused on teacher psychology in online environments, which include aspects such as teacher anxiety (Gao & Zhang, 2020; Li et al., 2020), and teacher buoyancy (Anderson et al., 2021). However, there is still large scope to study LTP in online teaching contexts. Given the limited number of studies on LTP carried out both in online and traditional offline settings, a necessity emerged that LTP should be examined not only from the traditional social psychological but also interdisciplinary perspectives (e.g., sociocultural, socio-cognitive, educational ecology) to gain a deeper understanding of teachers and teaching.
To address the above concerns, the current Research Topic welcomes original empirical research, systematic reviews, and theoretical discussions, whose topics include but not are restricted to, the following:
- Language teacher motivation
- Language teacher agency
- Language teacher emotion and emotion regulation
- Language teacher identity/self
- Language teacher grit
- Language teacher self-efficacy
- Language teacher self-regulation
- Language teacher burnout
- Language teacher resilience/buoyance
- Language teacher self
- Language teacher anxiety
- Language teacher wellbeing
- Language teacher engagement
Keywords: Language Teacher psychology, New Perspectives, New Methodology, Multilingual Contexts
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