The role of context in language teachers’ self development and motivation: Perspectives from multilingual settings

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Additional information

Funding

This work was supported by the Zhejiang Research Institute ofEducation Science [grant number 2022SCG406]; Zhejiang International Studies University-Annual Project [grant number 2020GCC3].

Notes on contributors

Wei Tao

Wei Tao obtained his PhD degree from Soochow University, China, in 2016. His doctoral dissertation studied how young university EFL teachers develop to be better teachers through transformative learning. He also collaborated with his doctoral supervisor on the China National Social Science Fund project in the context of EFL teacher professional development. He is now an associate professor at Zhejiang International Studies University and undertaking research on EFL teacher deep learning, learning in reflective practice, and teacher motivation to do research. He published three book reviews in the Asia-Pacific Journal of Education, International Journal of Bilingual Education and Bilingualism, and System.

Peiya Gu

Peiya Gu got her EdD degree from Teachers College Columbia University, USA in 2006. She is a professor at School of Foreign Languages, Soochow University, China. She has been long engaged in teacher education and computer assisted language learning research. She has presided over 18 research projects, including a China National Social Science Fund project on the context for EFL teacher professional development. The published monograph on project findings got a Research Excellence Award by China Ministry of Education. She has published extensively in peer-reviewed journals, such as Computer Assisted Language Learning, IEEE Transactions of Professional Communication and Essential Teacher.