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Why Did People Become Secondary-School English as a Foreign Language Teachers in China? An Examination of the Pathways, Motivations and Policy through a Life-History Narrative Approach
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Zhao, Hongqin – Educational Research for Policy and Practice, 2008
Teacher motivation has been found to be a critical predictor of teachers' work commitment, identity and performance, yet has received insufficient attention in educational policymaking. In this article the reasons for people becoming teachers of English as a foreign language in China, reflect both social and psychological factors. This…
Descriptors: Second Language Instruction, Teacher Motivation, Foreign Countries, Language Teachers