L2 teacher motivation/autonomy as complex systems: Across the boundaries of L2 classrooms in East Asia

Yuzo Kimura

研究成果: 書籍の章/レポート/会議録査読

抄録

L2 teacher motivation is an area that merits much more attention, and many scholars have started to seek out a better understanding of the dynamics of teacher motivation. Investigating teachers’ personal and contextual perspectives by using a longitudinal, ethnographic research design is one approach to exploring L2 teacher motivation. In this chapter, I use complex dynamic systems theory (CDST) as a basis to investigate the L2 teacher motivation of three EFL teachers in conjunction with their L2 teacher autonomy. Classroom observations were carried out in three different countries in East Asia for timescales of 10 months to 9 years. The qualitative data analysis demonstrates that even in similar socio/cultural classroom contexts in East Asia, each English as a Foreign Language (EFL) teacher’s L2 teacher motivation transitions within their attractor states, crossing different systems and following a unique trajectory. I also document each EFL teacher’s L2 teacher autonomy in each attractor state. Findings suggest future research directions to establish further the relevance of CDST for L2 teacher motivation studies.
本文言語英語
ホスト出版物のタイトルLanguage teacher motivation, autonomy and development in East Asia
編集者Yuzo Kimura, Luxin Yang, Tae-Yong Kim, Yoshiyuki Nakata
Place of PublicationCham
出版社Springer
Chapter7
ページ111-133
ページ数23
ISBN(電子版)978-3-030-93467-5
ISBN(印刷版)978-3-030-93466-8
DOI
出版ステータス出版済み - 2022

出版物シリーズ

名前English Language Education
出版社Springer
番号1
25
ISSN(印刷版)2213-6967
ISSN(電子版)2213-6975

キーワード

  • L2 teacher motivation

ASJC Scopus 主題領域

  • 言語および言語学

引用スタイル