Foreign Language Teacher Education and Development Research from an Ecological Perspective:Retrospect and Prospect
Foreign language teacher education and development,as an interdisciplinary field of research,has been enriched by theories from various disciplines,with ecological theories being a significant contributor.This current study took a scoping review approach to systematically analyze the related empirical studies,focusing on theoretical foundations,research themes,methodologies,and participant demographics through an ecological lens.The findings indicated that research on foreign language teacher education and development from an ecological perspective generally exhibited characteristics of diverse theoretical application and themes,rich methodologies,but relatively limited scope of research participants.The ecological characteristics of foreign language teacher education and development required further enrichment.Specifically,the studies predominantly utilized Urie Bronfenbrenner's ecological systems theory,van Lier's affordance theory,and Priestley et al.'s ecological frame work of teacher agency as theoretical underpinnings.Moreover,a range of topics including teachers'survival,working environment,professional competence,and psychological factors were investigated.The qualitative approach dominated the research landscape,with a modest engagement of mixed-methods and an absence of quantitative studies.Data collection primarily relied on semi-structured interviews,narrative frames,and questionnaires.Finally,this paper underscored the need for a more expansive application of ecological theory in the field of foreign language teacher education and development for future research.It advocated for a nuanced understanding of ecological concepts and a deeper exploration of the unique characteristics of the foreign language teacher development environment in China.
ecological perspectiveforeign language teacher education and developmentretrospectprospect
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