Perceiving Technology-Based Professional Development Practices for Teachers: Accounts from English as a Foreign Language (EFL) Teachers in China

Autor/inn/en	Pan, Xiaoquan; Gan, Zhengdong
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
Anmerkungen	IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01