Analysis of Blended Learning Training Sessions for Taiwanese Elementary School English Teachers

Autor/in	Chien, Chin-Wen
Titel	Analysis of Blended Learning Training Sessions for Taiwanese Elementary School English Teachers
Quelle	In: Education 3-13, 50 (2022) 1, S.111-128 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chien, Chin-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1833064
Schlagwörter	Foreign Countries; Faculty Development; Blended Learning; Online Courses; Professional Identity; Teacher Attitudes; Program Effectiveness; Electronic Learning; Faculty Workload; English (Second Language); Second Language Instruction; Language Teachers; Elementary School Teachers; Conventional Instruction; Teaching Methods; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A series of blended learning training sessions including two face-to-face and four online training sessions on professional identity were implemented among 19 elementary school English teachers in a northwest city in Taiwan. Data analysis of both qualitative and quantitative data was based on the conceptual framework on Neumeier [2005. "A Closer Look at Blended Learning--Parameters for Designing a Blended Learning Environment for Language Teaching and Learning." "ReCALL" 17 (2): 163-178.] and Oliver and Stallings [2015. "Preparing Teachers for Emerging Blended Learning Environments." "Journal of Technology and Teacher Education" 22 (1): 57-81.]. This study had the major findings. First, participants had a positive attitude toward the series of training sessions in terms of access to the materials, learning at their own pace, appropriate time on the sessions, amount of the workloads and assignments, and their expectations of the training. Second, participants' status had a significant influence on their perspectives on the appropriate time that they spent on each online training session and the reasonability of the workloads and assignments. Six suggestions were discussed in order to design effective blended learning training sessions for English teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01