Literaturnachweis - Detailanzeige
Autor/inn/en | Chen, Xi; Shu, Dingfang; Zhu, Yan |
---|---|
Titel | Investigating In-Service Foreign Language Teachers' Beliefs about Using Information and Communication Technology |
Quelle | In: Asia-Pacific Education Researcher, 30 (2021) 1, S.59-70 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zhu, Yan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0119-5646 |
DOI | 10.1007/s40299-020-00514-0 |
Schlagwörter | Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Attitudes; Inservice Teacher Education; Elementary School Teachers; Teaching Methods; Institutional Characteristics; Information Technology; Instructional Effectiveness; Principals; Administrator Attitudes; Public Schools; Individual Characteristics; Educational Policy; Technology Integration Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Unterrichtserfolg; Principal; Schulleiter; Public school; Öffentliche Schule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Politics of education; Bildungspolitik |
Abstract | This study investigates foreign language teachers' beliefs about information and communication technology (ICT) and factors contributing to their belief formation through in-depth interviews with eight teachers and the principal of a public primary school. The participants held overall slightly positive attitudes towards the effectiveness of ICT in English education but believed it played only a subsidiary role in their pedagogical practices and professional development. Elementary English teachers' ICT-related beliefs were shaped by individual-, institutional-, and policy-level factors. The study extends belief-related components of the technology acceptance model (TAM) by clarifying the external variables into three-level factors. The results suggest the need for in-service teacher education programmes and joint efforts from individual teachers, school management, and government authorities catering to teachers' ICT beliefs. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |