Teachers’ professional identities and perezhivaniya in adopting technology-assisted language teaching: A longitudinal Q-methodology Approach
Year: 2025
Type: article
Abstract: This study examined the emotional experiences of 13 Japanese-as-foreign-language teachers, using Vygotskian concept of “perezhivanie” in the context of technology-assisted language teaching (TALT) at a northeastern Chinese university. Employing a longitudinal Q Methodology the research tracks the evolution of their professional identities as they engage with TALT over 15 months. Analysis reveals two main professional identities initially – the “advocate of online teaching” and the “supporter of offline teaching”. However, a new identity, the “regretter”, emerges in the second phase, reflecting a sense of missed opportunities in contributing to online course development. By examining educators’ professional identities through perezhivanie, this study highlights the dynamics between their cognitive processes, emotional responses, and technology shaping teacher professional identity within the evolving landscape of TALT.
Authors: Lili Qin, Baogui Niu
Institutions: Guangdong University of Foreign Studies, Jilin University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415053053