Research Article

Exploring the Relationship Between Professional Development Experience and Skills in Educational Technology Integration Among Primary EFL Teacher

Xuan Zhou 1 * , Yolanda Padron 1 , Hersh Waxman 1
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1 College of Education and Human Development, Texas A&M University, TX, USA* Corresponding Author
Contemporary Educational Technology, 14(1), January 2022, ep328, https://doi.org/10.30935/cedtech/11365
Published: 26 November 2021
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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.
Keywords: EFL, TPACK, education technology, professional development, teacher training

CITATION (APA)

Zhou, X., Padron, Y., & Waxman, H. (2022). Exploring the Relationship Between Professional Development Experience and Skills in Educational Technology Integration Among Primary EFL Teacher. Contemporary Educational Technology, 14(1), ep328. https://doi.org/10.30935/cedtech/11365

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