Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

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  Año 2023, Número Extraordinario 9. Texto Completo Ejemplar. Dedicado a: New Trends and Practices in Teacher Professional Development in EFL/ESL Contexts

  • Introduction: [Porta Linguarum, Special issue 2023c, December 2023]

    Ali Derakhshan, Yongxiang Wang, Yongliang Wang, José Luis Ortega Martín

    • Texto completo

    págs. 7-11

    

  • Examining the relative effectiveness of online, blended and face-to-face teaching modes for promoting EFL teacher professional development

    Qiang Sun, Lawrence Jun Zhang

    • Resumen
    • Texto completo

    págs. 13-27

    

  • Exploring Chinese EFL pre-service teachers’ perceptions of self-directed professional development: The benefits and challenges disclosed

    Yongxiang Wang, Yongliang Wang

    • Resumen
    • Texto completo

    págs. 29-46

    

  • Chinese English teachers’ professional identity and commitment and their associations with their professional success

    Hui Jia, Ali Derakhshan

    • Resumen
    • Texto completo

    págs. 47-64

    

  • EFL teachers’ perceptions of the challenges of technology-based professional development

    Guanbing Zhou, Zohreh Eslami

    • Resumen
    • Texto completo

    págs. 65-80

    

  • Probing into novice and experienced teachers’ knowledge, perceptions, and practices in the EFL classroom

    Yanan Hua, Jing Zhang

    • Resumen
    • Texto completo

    págs. 81-99

    

  • Professional identity and psychological capital as determinants of EFL teachers’ burnout: the mediating role of self-regulation

    Jalil Fathi, Milad Naderi, Habib Soleimani

    • Resumen
    • Texto completo

    págs. 101-120

    

  • The mediating role of EFL/ESL teachers’ academic optimism and positive psychological capital in their pedagogical effectiveness

    Jiachen Zhang, Vincent Greenier

    • Resumen
    • Texto completo

    págs. 121-137

    

  • Exploring Chinese EFL teachers’ professional identity tensions in the senior high school context: A dissonance theory perspective

    Mingqiong Pan, Robert Kirkpatrick

    • Resumen
    • Texto completo

    págs. 139-155

    

  • Exploring the predictive power of EFL teachers’ work engagement and buoyancy in their professional development

    Xiaojuan Zhang, Lei Yang, Anna Lia Proietti Ergün

    • Resumen
    • Texto completo

    págs. 159-176

    

  • Investigating the effects of emotion regulation and creativity on Chinese EFL teachers’ burnout in online classes

    Haoting Li

    • Resumen
    • Texto completo

    págs. 177-193

    

  • Co-teaching among English pre-service teachers for integrated STEAM+CLIL education

    Esther Sanz de la Cal, Jairo Ortiz Revilla, Almudena Alonso Centeno, Ileana María Greca Dufranc

    • Resumen
    • Texto completo

    págs. 195-212

    

  • A phenomenological inquiry into prospective EFL teachers’ perceived sense of belonging in school placement

    Büşra Ünsal Görkemoğlu, Mehdi Solhi

    • Resumen
    • Texto completo

    págs. 213-232

    

  • Reducing the rate of attrition among Chinese English teachers: the role of professional identity and self-efficacy

    Hongwu Yang, Aigui Wang

    • Resumen
    • Texto completo

    págs. 233-249

    

  • Understanding tertiary EFL teacher learning and identity development: a cultural-historical activity theory perspective

    Xia Li, Jinfen Xu

    • Resumen
    • Texto completo

    págs. 251-271

    

  • Do emotional regulation behaviors matter in EFL teachers' professional development?: A process model approach

    Shengji Li, Huma Akram

    • Resumen
    • Texto completo

    págs. 273-291

    

  • The interplay between identity and emotion of young LOTE (languages other than English) teachers in their early careers: A sociocultural theory perspective

    Yanhua He, Lili Qin, Haoran Chen

    • Resumen
    • Texto completo

    págs. 293-310

    

  • Chinese EFL teachers’ desire to attend professional development programs: Exploring the role of job satisfaction and organizational commitment

    Jiaming Qi, Ali Derakhshan

    • Resumen
    • Texto completo

    págs. 311-327

    

  • Exploring the contribution of interpersonal emotion regulation to pre-service EFL teachers' sustainable professional development and wellbeing

    Miaomiao Wang, Yongxiang Wang

    • Resumen
    • Texto completo

    págs. 329-347

    

  • Mobile learning for teacher professional development: An empirical assessment of an extended technology acceptance model

    Amir Mashhadi, Mustafa Ali Hussein, Ahmed Kadhum Fahad

    • Resumen
    • Texto completo

    págs. 349-369