A Case Study Of Flow Of Secondary School English Teacher-researchers

With the growing popularity of positive psychology,the important role of flow experiences in education has been recognized.Existing empirical studies have mainly explored the specific manifestations and consequences of their flow experience.However,fewer studies have focused on foreign language teachers’ flow experience and the contributing flow antecedents.Therefore,this study adopts a qualitative research method to investigate the flow experience of four secondary school English teacher-researchers and their flow antecedents,as well as the impact of their flow experience on their professional development.Data for the study are obtained from semi-structured interviews and case documents.The main research findings are as follows:Firstly,all secondary school English teacher-researchers have the flow experience in their teaching and teaching research.Their flow experience mainly includes:intense and focused concentration on the task,time transformation,the autotelic experience and a sense of control over the task.Secondly,the flow experience of secondary school English teacher-researchers is influenced by personal and organizational resources.Personal resources,such as clear goals,challenge-skill balance,passion for teaching,self-efficacy,and resilience,play an important role in fostering their flow experience.In addition,organizational resources,such as positive feedback from peers and students,guidance from mentors,collaboration among colleagues,and a quiet learning environment,contribute to the emergence of English teacher-researchers’flow experience.Thirdly,secondary school English teacher-researchers’ flow experience is crucial to their professional development,specifically in terms of their attitudinal,behavioral,and intellectual development.In terms of the attitudinal development,the flow experience contributes to the enhancement of their self-efficacy,well-being,and the change of their teacher identities.In terms of the behavioral development,the flow experience motivates teacher-researchers to take further exploration,such as promoting research projects and adopting useful teaching activities.Finally,in terms of the intellectual development,the flow experience has a positive effect on enhancing teacher-researchers’ thorough understanding of teaching and learning of pedagogical knowledge.Based on the above findings,the study provides some insights for English teachers and school administrators in China.First,this study encourages English teachers to set clear goals for their professional development,enhance their professional competence,and seek for help from mentors and colleagues when necessary.In addition,this study calls on school administrators to create a more supportive environment for English teacher-researchers,such as creating a harmonious school culture and providing opportunities for teachers to go out for training,thus enhancing their professional well-being and flow experience.