Pre-recorded Session Oral Presentations (30 minutes)
Oct 23, 2021 01:55 PM - Apr 30, 2022 02:25 PM(Asia/Ho_Chi_Minh)
20211023T1355 20211023T1425 Asia/Ho_Chi_Minh IMPACTS OF TEACHER MINDSET AND WELL-BEING ON TEACHER MOTIVATION : A CASE STUDY

Numerous studies have addressed what attitude, what approach, and what manner a teacher should adopt in a classroom so as to boost the motivation of learners and their learning outcomes. However, the issue of teacher motivation, with particular regards to teacher mindset and well-being has been under-presented. This presentation outlines a longitudinal research project investigating the correlation of these three factors in tertiary EFL classrooms. Using an engaged ethnography approach, we examined a particular case of a teacher of a content subject in English in a university. Our preliminary data analysis indicates that the teacher became aware of the factors and successfully shifted her performance from ‘bad’ into ‘less bad”. We argue that this positive shift was multi-factoral, yet it could be traced back to her improved wellbeing thanks to a wide range of mindfulness activities applied as pre-, while- and post-teaching techniques that the teacher employed. From this case, we further discuss and call for the audience’s interest on this issue from multi-perspectives both inside and outside of the classroom contexts. We also suggest a toolkit that can help shift teacher mindset and boost teacher well-being for greater motivation and better performance.

Pre-recorded Session VietTESOL International Convention 2022 convention@viettesol.org.vn

Numerous studies have addressed what attitude, what approach, and what manner a teacher should adopt in a classroom so as to boost the motivation of learners and their learning outcomes. However, the issue of teacher motivation, with particular regards to teacher mindset and well-being has been under-presented. This presentation outlines a longitudinal research project investigating the correlation of these three factors in tertiary EFL classrooms. Using an engaged ethnography approach, we examined a particular case of a teacher of a content subject in English in a university. Our preliminary data analysis indicates that the teacher became aware of the factors and successfully shifted her performance from ‘bad’ into ‘less bad”. We argue that this positive shift was multi-factoral, yet it could be traced back to her improved wellbeing thanks to a wide range of mindfulness activities applied as pre-, while- and post-teaching techniques that the teacher employed. From this case, we further discuss and call for the audience’s interest on this issue from multi-perspectives both inside and outside of the classroom contexts. We also suggest a toolkit that can help shift teacher mindset and boost teacher well-being for greater motivation and better performance.

Lecturer
,
ULIS_VNU
No moderator for this session!
Dr. Hang Nguyen
Lecturer
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University of Languages and International Studies,Vietnam National University
Ms. Hanh Le
English teacher
,
Hanoi University of Industry
Mrs. Hai Hoang
Lecturer
,
University of Languages and International Studies, VNU Hanoi
Postgraduate student
,
Macquarie University
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