Self-directed computer-assisted professional development in Taiwanese bilingual schools: an exploratory study

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Keith M. Graham, Tzu-Bin Lin, Hsi-Ling Huang
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Abstract

This exploratory study utilized a conceptual framework for self-directed computer-assisted professional development (PD) to evaluate the implementation and outcomes of a six-month PD pilot program. The program was designed to enhance the English proficiency of Taiwanese bilingual school teachers through a computer-assisted learning platform. Using a narrative-based methodology, we constructed and analyzed vignettes from seven participating teachers using a conceptual framework that integrates motivation, self-management, platform readiness (ease of use), and self-monitoring. While self-directed computer-assisted PD offers promising opportunities for teacher development, this study reveals significant challenges, particularly in sustaining engagement and ensuring the platform aligns with teachers’ specific needs. Drawing on these insights, we offer several recommendations for schools to enhance the effectiveness of self-directed computer-assisted PD across diverse educational contexts based on the study’s conceptual model. These recommendations convey an overarching message: Self-directed PD should not be viewed as an isolated endeavor for teachers. Specifically, we underscore the importance of appointing a PD program administrator to facilitate the program model and guide teachers throughout the self-directed learning process.

Abstract Image

台湾双语学校自主电脑辅助专业发展之探索研究
本探索性研究利用自我指导计算机辅助专业发展(PD)的概念框架来评估为期六个月的PD试点计划的实施和结果。该计划旨在通过电脑辅助学习平台,提高台湾双语学校教师的英语水平。使用基于叙述的方法,我们构建并分析了来自7位参与教师的小插曲,并使用了一个整合动机、自我管理、平台准备(易用性)和自我监控的概念框架。虽然自我指导的计算机辅助PD为教师发展提供了有希望的机会,但本研究揭示了重大挑战,特别是在保持参与和确保平台符合教师的特定需求方面。基于这些见解,我们根据研究的概念模型为学校提供了一些建议,以提高自我指导的计算机辅助PD在不同教育背景下的有效性。这些建议传达了一个重要的信息:自我指导的PD不应被视为教师的孤立努力。具体来说,我们强调任命一名PD项目管理员的重要性,以促进项目模式,并在整个自主学习过程中指导教师。
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
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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