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Resilience, Immunity, L2-Teacher Grit, and Reflective Teaching in Language Instruction: In-Service Classes Matters

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Title: Resilience, Immunity, L2-Teacher Grit, and Reflective Teaching in Language Instruction: In-Service Classes Matters
Language: English
Authors: Sayed M. Ismail (ORCID 0000-0002-6698-006X), Iman Nikpoo (ORCID 0000-0002-0496-8233)
Source: Asian-Pacific Journal of Second and Foreign Language Education. 2023 8.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Faculty Development, Inservice Teacher Education, Program Effectiveness, Language Teachers, English (Second Language), Resilience (Psychology), Persistence, Reflective Teaching, Second Language Instruction
DOI: 10.1186/s40862-023-00217-1
ISSN: 2363-5169
Abstract: A professional training or staff development endeavor is known as an in-service program. During these programs, professionals get training and have the opportunity to discuss their work with others who are in their peer group. In the context of the field of education, the term "in-service classes" refers to the process by which instructors participate in additional education or training over the duration of their job in order to maintain or improve their level of professional knowledge, abilities, and practices. In spite of the fact that publicizing in-service programs for language teachers is of utmost significance, not enough focus has been placed on elaborating how they contribute to teacher-related traits. In this study, an effort was made to compare and contrast the outcomes and progress of language instructors who attended or did not attend an in-service program, as well as the effects of this decision on the teachers' resilience, immunity, L2-teacher grit, and reflective teaching. This research was of a quasi-experimental type, and it included participation from 103 English as a Foreign Language (EFL) teachers. During this research project, members of the first group, known as the control group, were not required to attend any in-service courses, whereas members of the second group, known as the experimental group, were. According to the findings of the MANOVA, EFL teachers who participated in in-service training courses had a significantly better level of resilience, immunity, L2-teacher grit, and reflectivity. It is hoped that the outcomes of this study will shed light on the significant contributions offered by in-service training programs and open up new avenues for the mental well-being of EFL teachers.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1405281
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Sayed+M%2E+Ismail%22">Sayed M. Ismail</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6698-006X">0000-0002-6698-006X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Iman+Nikpoo%22">Iman Nikpoo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0496-8233">0000-0002-0496-8233</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: A professional training or staff development endeavor is known as an in-service program. During these programs, professionals get training and have the opportunity to discuss their work with others who are in their peer group. In the context of the field of education, the term "in-service classes" refers to the process by which instructors participate in additional education or training over the duration of their job in order to maintain or improve their level of professional knowledge, abilities, and practices. In spite of the fact that publicizing in-service programs for language teachers is of utmost significance, not enough focus has been placed on elaborating how they contribute to teacher-related traits. In this study, an effort was made to compare and contrast the outcomes and progress of language instructors who attended or did not attend an in-service program, as well as the effects of this decision on the teachers' resilience, immunity, L2-teacher grit, and reflective teaching. This research was of a quasi-experimental type, and it included participation from 103 English as a Foreign Language (EFL) teachers. During this research project, members of the first group, known as the control group, were not required to attend any in-service courses, whereas members of the second group, known as the experimental group, were. According to the findings of the MANOVA, EFL teachers who participated in in-service training courses had a significantly better level of resilience, immunity, L2-teacher grit, and reflectivity. It is hoped that the outcomes of this study will shed light on the significant contributions offered by in-service training programs and open up new avenues for the mental well-being of EFL teachers.
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Second Language Instruction
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