Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

IF 3.6 2区文学 Q1 LINGUISTICS

Relc Journal Pub Date : 2023-06-08 DOI:10.1177/00336882231175239

Jonathan Lee, K. Topping, Elizabeth Lakin

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引用次数: 1

Abstract

This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate school-based professional support. An intervention implementing the technology-integrated continuous professional development cycle was conceptualised and implemented in the study. A teacher educator, together with eight English teachers, implemented the technology-integrated continuous professional development cycle. A blended approach to school-based professional support revealed that teachers valued the technological tools that facilitated professional development. These tools (such as Google Drive, Google Meets and WhatsApp) allowed for teachers to collaboratively conduct action research with the teacher educator. The study identified what factors engaged teachers in professional development as well as how technology facilitated continuous professional development. The study concluded that a mixture of different modes of continuous professional development allowed for greater teacher professional development to take place, as well as leading to applying the professional development in the classroom context.

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流感大流行期间科技促进持续专业发展:香港小学个案研究

本文报告了香港一所本地小学在COVID-19大流行期间实施英语作为第二语言教师持续专业发展周期的案例研究。本研究聚焦于影响教师持续专业发展的因素，并探讨科技能否促进校本专业支援。实施技术集成的持续专业发展周期的干预措施被概念化并在研究中实施。一位教师教育工作者与八位英语教师一起实施了技术集成的持续专业发展周期。以学校为基础的专业支持的混合方法表明，教师重视促进专业发展的技术工具。这些工具(如谷歌Drive、谷歌Meets和WhatsApp)允许教师与教师教育者合作开展行动研究。该研究确定了教师参与专业发展的因素，以及技术如何促进持续的专业发展。该研究的结论是，不同的持续专业发展模式的混合允许教师进行更大的专业发展，并导致在课堂环境中应用专业发展。

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

Relc Journal LINGUISTICS-

CiteScore

8.10

自引率

10.00%

发文量

期刊介绍： The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.