Exploring English writing teachers’ self-development through the use of online resources in constrained contexts

Abstract

This study reports on how English writing teachers empowered themselves to connect linguistic knowledge and online resources to develop students renewed understanding of writing beyond the structure level. Through qualitative analyses of one college English teachers reflections, his verbal interactions with students, as well as his students written documents and interviews, the study shows that in the process of self-development, the teacher experienced a diverse array of challenges. Despite this, the teachers self-development through the use of online resources was facilitated by his incorporation of linguistic knowledge, which ultimately helped his students transcend their previous writing practices, and reproduce culturally and linguistically effective written discourses. The study concludes that teachers self-development to facilitate students written communication in constrained contexts is useful, and synergizing online resources and linguistic knowledge is important to overcome challenges encountered in the process of self-development

The System of Future Teachers’ Professional Development

“…López and Aguilera (2019) prove that ICT is an effective means of self-development for both students and teachers. Zhang (2020) highlights the need to synergize Internet resources and professional linguistic knowledge of English teachers to overcome those problems which may occur in the process of self-development. Juggernath and Govender (2020) indicate the leading influence of internal factors (beliefs) on the effectiveness of using ICT in the activities of science teachers.…”