On the function of teacher professional development (TPD) programs in improving language teachers’ engagement in online education environments: voices from Chinese English teachers

• Wang, Jing ^[1]
  1. [1] Liaoning University

     Liaoning University

     China

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 42, 2024, págs. 245-260
• Idioma: inglés
• DOI: 10.30827/portalin.vi42.28245
• Títulos paralelos:
  • Sobre la función de los programas de desarrollo profesional de profesores (TPD) para mejorar la participación de los profesores de idiomas en entornos educativos en línea: voces de profesores de inglés chino
• Enlaces
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• Resumen
  • español

    Dado el papel integral de la participación de los maestros en la eficiencia de la educación, los factores que contribuyen a aumentar la participación de los maestros siempre han estado a la vanguardia de la atención de los investigadores. En pocas palabras, se ha prestado gran atención a los predictores del compromiso físico, cognitivo y emocional de los profesores en los contextos del aula. Sin embargo, los factores que predicen la participación de los profesores en las clases en línea se han descuidado de alguna manera. Además, a nuestro leal saber y entender, ninguna investigación ha considerado el papel de los programas de desarrollo profesional de los profesores en la participación de los profesores de idiomas. Para abordar estas lagunas, este estudio examinó los determinantes de la participación de los profesores en los cursos de idiomas virtuales y la función de los programas de desarrollo profesional para aumentar la participación de los profesores chinos en las clases de inglés en línea. Para lograr esto, se dio un inventario abierto a 37 profesores de inglés chino. El análisis temático del conjunto de datos indicó que la mayoría de los participantes percibieron e Factores intrínsecos como las plataformas fáciles de usar.

  • English

    Given the integral role of teacher engagement in the efficiency of education, factors contributing to increased teacher engagement have always been at the forefront of researchers’ attention. Simply put, great attention has been dedicated to the predictors of teachers’ physical, cognitive, and emotional engagement in classroom contexts. However, factors predicting teachers’ engagement in online classes have somehow been neglected. Moreover, to the best of our knowledge, no inquiry has considered the role of teacher professional development programs in language teachers’ engagement. To address these gaps, this study looked into the determinants of teacher engagement in virtual language courses and the function of professional development programs in increasing Chinese teachers’ engagement in online English classes. To accomplish this, an open-ended inventory was given to 37 Chinese English teachers. The thematic analysis of the dataset indicated that most of the participants perceived extrinsic factors such as user-friendly platforms, effective professional development programs, and principals’ transformational leadership to be more influential in teacher engagement. Data analysis also showed the majority of respondents viewed professional development programs to be highly effective in promoting teacher work engagement. The outcomes may be instructive for all teachers and educational principals working in online education environments.

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  • FUNDING INFORMATION
  • This study is supported by the Social Science Fund Project of Liaoning Province in 2022: The Research of English-Chinese Metaphorical Idioms...