Sustaining Teaching with Technology after the Quarantine: Evidence from Chinese EFL Teachers’ Technological, Pedagogical and Content Knowledge

Huang, Fang; Qi, Jiafu; Xie, Anmu

doi:10.3390/su14148774

Cited by 15 publications

(12 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers considered themselves as being deficient, especially in technology-related knowledge and skills, and become online teaching marginal persons (Jin, 2021). These findings echo previous studies (e.g., Huang et al, 2022) that suggested English teachers perceived themselves as competent in the content and pedagogical knowledge, but incompetent in technology-related knowledge and skills, especially the technological, pedagogical, and content knowledge (TPACK). Fortunately, teachers became TPACK learners and managed to conduct ERT by adopting effective coping strategies.…”

Section: Discussionsupporting

confidence: 89%

“…The technology integration has escalated to a higher level, which put forward a new requirement for teachers’ technological, pedagogical, and content Knowledge (TPACK). Previous studies show that English teachers’ attitudes toward technology use in teaching change in terms of their gender, academic major, years of teaching with technology, and TPACK ( Arcueno et al, 2021 ; Huang et al, 2022 ). It’s also indicated that the digital native teachers who have been well-educated in using technology or accustomed to using technology ( Prensky, 2001 ) show more positive attitudes than the others.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

Huang

ZHAO²,

Qi³

et al. 2023

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

While the technology integration has been widely acknowledged, insufficient effort has been made to understand English teachers’ perceptions of emergency remote teaching (ERT). Given English is the primary foreign language in China and English teachers’ perceptions and adoptions of ERT impact the attainment of teaching and learning goals, this study inquired into experienced university English teachers’ emotional attitudes, perceptions of the reconstructed professional identity, and their strategies to cope with difficulties when conducting ERT in the Chinese English teaching context. Semi-structured interviews were conducted both online and face-to-face with five experienced universities English teachers in China. The findings indicated a trajectory of teachers’ attitudes toward ERT, namely, their attitudes were switched from doubt and rejection to fondness and attachment. Experienced English teachers adopted various strategies to cope with the difficulties and challenges they have encountered, including seeking support from their peers, students, and family, as well as self-regulated learning to sustain continuing professional development. During ERT, they have reconstructed their teacher identities. The study enriched peoples’ understandings of English teachers’ perceptions of the ERT by contextualizing the study in the Chinese educational context. Results can provide empirical evidence for policymakers and teacher trainers to make informed decisions regarding technical support and teachers’ continuing professional development.

show abstract

Section: Discussionsupporting

confidence: 89%

Section: Literature Reviewmentioning

confidence: 99%

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

Huang

ZHAO²,

Qi³

et al. 2023

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Through the interview, it is found that teachers were very busy and had heavy workloads every day. Their time was occupied with classes from morning to night, in addition, they were tired from diverse non-teaching related tasks (Huang et al, 2022).…”

Section: Gordian Knot In Teaching Adaptationmentioning

confidence: 99%

“…With the rapid development of society and the continuous advancement of educational reform, people have paid increasing attention to teachers' professional development. Teachers' professional development runs through preservice training, in-service training, and continuing professional development, which provide opportunities for teachers to obtain sufficient knowledge and skills, including content, pedagogical, and technological knowledge and skills (Huang et al, 2022;Lai et al, 2022). In this process, teachers formed teaching beliefs and improved professional qualities and abilities.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service English Teachers' Acculturation into School Teaching Practice during Internship: A Narrative Case Study

Zhang

Huang²

2022

SER

View full text Add to dashboard Cite

Given the lack of research inquiring into pre-service teachers' acculturation, this study explored pre-service English teachers' acculturation into teaching practice during their internship in the Chinese context. A qualitative case study was conducted among two intern English teachers, with data obtained from semi-structured interviews. The findings revealed that pre-service intern English teachers perceived uncertainties and confusion, they encountered difficulties when acculturating into school teaching practice, including acculturation into the new living situations, psychological well-being adaptation, identity transformation, and the handling of interpersonal relations. Possible reasons for these difficulties include divergence in value orientations, unprepared mindset and professional identity, and insufficient cooperation among teacher-training universities, the administrative departments of government, and local schools. The results of the study provide pre-service teachers with suggestions to effectively acculturate into teaching practice during the internship, but also provide suggestions for universities and local schools to make informed decisions.

show abstract

“…In other words, the network structure is constantly changing rather than stationary. The difficulty in the study of evolutionary networks is how to obtain unknown information [18][19][20][21][22].…”

Section: Introductionmentioning

confidence: 99%

STEAM Education Concept in English Teaching Practice Process Based on Big Data Evolutionary Network Influence Analysis

Guo

2023

ICST Transactions on Scalable Information Systems

View full text Add to dashboard Cite

INTRODUCTION: English language teaching in China is primarily traditional test-based education. Few teachers customize teaching activities according to the content and students' characteristics, which results in students' low interest in learning English and reduces their understanding and application of knowledge to the point that their speaking skills are generally weak. English is different from Chinese in that it combines skills and practice and covers a wide range of knowledge. It is a subject category that combines general knowledge of life with theoretical knowledge. Although it is only a language subject, in the process of learning it, students can also learn the human background, customs, history and culture of foreign countries, enriching their understanding of world culture. OBJECTIVES: Organic combination of the STEAM model and English teaching can promote academic innovation, on the one hand, to enhance learning hobbies from the aspect of learning needs and to cultivate students' comprehensive literacy, and on the other hand, the innovation of practice and concepts can enhance students' practical ability and innovation ability. METHODS: This study is based on big data evolutionary network influence analysis of STEAM education concept in English teaching time process analysis of students in the classroom participation, interest in learning English and learning self-confidence and the phenomenon of mismatch between the students' learning foundation, to enhance the student's classroom participation, the interest in learning English and self-confidence, the students' comprehensive literacy, and the acquisition of English language skills. RESULTS: STEAM + ELT practices + interdisciplinary teaching can be realized by organically combining STEAM education concepts across multiple subject areas. CONCLUSION: Designing appropriate English teaching activities based on the STEAM education concept and applying the theory in actual teaching activities can achieve the expected results.

show abstract

Sustaining Teaching with Technology after the Quarantine: Evidence from Chinese EFL Teachers’ Technological, Pedagogical and Content Knowledge

Cited by 15 publications

References 43 publications

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

Pre-Service English Teachers' Acculturation into School Teaching Practice during Internship: A Narrative Case Study

STEAM Education Concept in English Teaching Practice Process Based on Big Data Evolutionary Network Influence Analysis

Contact Info

Product

Resources

About