Perceiving Technology-Based Professional Development Practices for Teachers

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2020-04-01 DOI:10.4018/ijcallt.2020040103

Xiaoquan Pan, Zhengdong Gan

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引用次数: 6

Abstract

This study explored how 26 Chinese EFL teachers perceived community-based, technology-supported professional development practices. The methods of data collection in this study blend quantitative and qualitative techniques: 1) questionnaire survey of teachers' satisfaction about community-based technology-supported professional development practices; 2) online teacher discussion postings; 3) teacher self-reflection journals; and 4) semi-structured interviews. Data analysis revealed a generally positive attitude and empowering feelings in these Chinese EFL teachers who viewed technology-facilitated practices as affording constructive functions for their professional development. Results also revealed a range of factors that apparently mediated/limited EFL teachers' participation in the professional development activities. This study thus contributes to the understanding of the reality in relation to actual utilization of technological resources in second-language teacher development in the context of a developing country such as China.

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感知以技术为基础的教师专业发展实践

本研究探讨了 26 名中国英语教师如何看待以社区为基础、以技术为支撑的专业发展实践。本研究的数据收集方法融合了定量和定性技术：1) 教师对社区技术支持的专业发展实践的满意度问卷调查；2) 在线教师讨论贴；3) 教师自我反思日志；4) 半结构式访谈。数据分析显示，这些中国 EFL 教师普遍持积极态度，认为技术辅助实践为他们的专业发展提供了建设性的功能。研究结果还揭示了一系列明显影响或限制 EFL 教师参与专业发展活动的因素。因此，本研究有助于了解中国这样的发展中国家在第二语言教师发展中实际利用技术资源的现实情况。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.