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All Journal JEES (Journal of English Educators Society) Proceeding Of International Conference On Education, Society And Humanity
Anyanwu, Clinton Chidiebere
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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A Sociocultural Analysis of Teachers’ Belief Changes: A Case of Two Teach-Abroad EFL Teachers Sahiruddin, Sahiruddin; Arifani, Yudhi; Anyanwu, Clinton Chidiebere; Suryanto, Jati
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1810

Abstract

This inquiry explores English foreign language (EFL) teacher beliefs in teach-abroad (TA) contexts under the umbrella of Vygotsky’s sociocultural theory (SCT) of mind. The previously available literature on teacher beliefs has relied mostly on quantitative survey research concerning belief as an inert variable; an internal representation of experience is resilient to evolve. Due to the prevalence of the theory of mind or cognitive orientation under the sociocultural theory, this case study aims to examine two TA EFL teachers’ belief changes in the new TA context and conceptualize the teachers’ beliefs from a sociocultural perspective. The participants involved EFL teachers (both pseudonyms): Ivan (male, aged 26) and Melanie (female, aged 24) attending different types of TA were recruited for this research. We collected the data through pre-and post-TA interviews and teaching journals with other triangulated methods like teaching autobiographies and recall experiences. The findings advocated that EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences, and their belief changes involve a remediation process that leads to different teaching actions. Their internalized EFL teaching beliefs within meaningful environments influence the success of their TA teaching. HIGHLIGHTS: EFL teachers’ teaching beliefs continuously evolve according to their TA goals and experiences EFL teacher’s belief changes involve a remediation process that leads to different teaching actions Socio-cultural context of teaching and learning practice facilitates the perception of teachers’ teaching beliefs.
A STUDY ON THE PROBLEMS AND COUNTERMEASURES OF ENDOGENOUS CAPACITY OF FEMALE ECOLOGICAL MIGRANTS IN GUIZHOU PROVINCE, CHINA Yang, Wenjie; Anyanwu, Clinton Chidiebere
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): First International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

This study explores the endogenous development capacity of female ecological migrants in Guizhou Province, China. Using a quantitative survey of 945 female migrants, the research investigates the challenges in economic production, social participation, psychological adjustment, and household management. Results reveal that although these women possess strong ecological awareness and safety knowledge, they face significant limitations in production capacity, especially in agricultural production and entrepreneurial skills. Age and educational attainment are critical influencing factors; older women and those with lower educational attainment demonstrate weaker adaptive abilities. The study proposes a "problem-education-application" model and recommends vocational training, community-based education programs, and the creation of flexible employment opportunities. This research contributes to sustainable development discourse by providing practical policy recommendations to empower female ecological migrants and improve their quality of life in resettlement areas. Findings offer practical guidance for gender-sensitive ecological resettlement policies and sustainable capacity-building programs.
Co-Authors Sahiruddin Sahiruddin Suryanto, Jati Wenjie Yang Yudhi Arifani