Exploring the Relationship between Professional Development Experience and Skills in Educational Technology Integration among Primary EFL Teacher

Autor/inn/en	Zhou, Xuan; Padron, Yolanda; Waxman, Hersh
Titel	Exploring the Relationship between Professional Development Experience and Skills in Educational Technology Integration among Primary EFL Teacher
Quelle	In: Contemporary Educational Technology, 14 (2022) 1, S.328 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Xuan) ORCID (Padron, Yolanda) ORCID (Waxman, Hersh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Faculty Development; Language Teachers; English (Second Language); Second Language Instruction; Teaching Experience; Elementary School Teachers; Urban Schools; Foreign Countries; Educational Technology; Technology Uses in Education; Technology Integration; Public Schools; China + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Public school; Öffentliche Schule
Abstract	The purpose of this study was to investigate whether there are differences in professional development (PD) opportunities afforded to English as a Foreign Language (EFL) teachers based on years of teaching experience related to foreign language teaching. Semi-structured interviews were conducted in seven primary schools with 60 primary EFL teachers in a middle-sized urban school district in China. Descriptive statistics and multiple Chi-square tests were used in the study. The results indicated that more experienced primary EFL teachers had the least technological pedagogical knowledge, which is contrary to the traditional concept that more experienced teachers have better teaching knowledge. The study suggests the need to support EFL teachers in China with technology-based PD training including teachers with varied years of teaching experience, in order to enhance their instructional skills. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01