Literaturnachweis - Detailanzeige
Autor/inn/en | Pan, Xiaoquan; Gan, Zhengdong |
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Titel | Perceiving Technology-Based Professional Development Practices for Teachers: Accounts from English as a Foreign Language (EFL) Teachers in China |
Quelle | In: International Journal of Computer-Assisted Language Learning and Teaching, 10 (2020) 2, S.40-58, Artikel 3 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2155-7098 |
DOI | 10.4018/IJCALLT.2020040103 |
Schlagwörter | English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Faculty Development; Information Technology; Foreign Countries; Positive Attitudes; Developing Nations; Technology Integration; Organizational Culture; Communities of Practice; Computer Mediated Communication; Journal Writing; Group Discussion; China English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Informationstechnologie; Ausland; Developing country; Developing countries; Entwicklungsland; Unternehmenskultur; Community; Computerkonferenz; Zeitschriftenaufsatz; Gruppendiskussion |
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. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |