Article Sidebar

Download
pdf
Statistic
Read Counter : 148 Download : 117

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study explores English teachers' attitudes toward technology-supported reflection in professional development, focusing on its role in fostering deeper engagement with the new teaching methods. The research addresses the issue of limited sustained reflection in professional development programs, which often undermines long-term teacher growth. The study aims to understand how integrating tools such as Padlet and Google Doc into reflective practices influences teachers' attitudes and enhances their professional development experiences. Using a qualitative case study design, ten English teachers were purposively selected based on their successful completion of assigned tasks during a one-month online professional development program centered on new teaching methods. Data were collected through semi-structured interviews, reflective journals, and observations of the teachers’ interactions with the technology tools provided for reflection. Findings revealed that most participants held positive attitudes toward technology-supported reflection, citing its convenience, ability to provide immediate feedback, and facilitation of collaborative discussions. However, some expressed challenges, including technical issues and initial resistance to adapting to digital tools. The study highlights the potential of technology to make reflective practices more engaging and practical for teachers. Implications suggest that professional development programs should integrate user-friendly technology to foster reflective practices, ultimately enhancing teaching efficacy and teacher satisfaction.

Keywords

Reflective practice online professional development English teachers teacher’s attitude online learning tools

Article Details

License

Copyright (c) 2024 Tatu Zakiyatun Nufus, Ade Mahmud

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Nufus, T. Z., & Mahmud, A. (2024). Exploring English Teachers’ Attitudes Toward Technology-Supported Reflection in Professional Development. Journal of English Education and Teaching, 8(4), 783–797. https://doi.org/10.33369/jeet.8.4.783-797
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Aamri, S., Gabarre, C., Gabarre, S., & Anqoudi, S. (2023). Padlet Mobile Training Model for Novice Omani EFL In-service Teachers. Arab World English Journal. https://doi.org/10.24093/awej/call9.3.
  2. Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
  3. Akram, H., Abdelrady, A., Al-Adwan, A., & Ramzan, M. (2022). Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.920317.
  4. Aquino, A. B., Dadayan, A. A., Rosel, M. E., & Francisco, M. J. V. (2022). Development of a TPACK-Based Professional Development Framework for the New Normal in Education. International Journal of Information and Education Technology. https://doi.org/10.18178/ijiet.2022.12.10.1713
  5. Baran, E., AlZoubi, D., & Bahng, E. J. (2023). Using video enhanced mobile observation for peer-feedback in teacher education. Journal of Digital Learning in Teacher Education, 39(2), 102-113.
  6. Ballıdağ, S., & Dikilitaş, K. (2021). Preparatory school teachers’ self-directed online professional development. Iranian Journal of Language Teaching Research, 9(3 (Special Issue)), 25-38.
  7. Biencinto, C., García-García, M., Carpintero, E., Villamor, P., & Torrecilla, S. (2021). Psychometric properties of the ProficiencyIn+E rubric: Self-evaluation of teaching skills. Studies in Educational Evaluation, 70, 101040. https://doi.org/10.1016/J.STUEDUC.2021.101040.
  8. Chen, M. (2023). Teaching in emergency remote classrooms: reflections for professional learning. Educational Research, 65, 64 - 81. https://doi.org/10.1080/00131881.2023.2167729.
  9. Chen, Y., & Cao, L. (2022). Promoting maker‐centred instruction through virtual professional development activities for K‐12 teachers in low‐income rural areas. British Journal of Educational Technology, 53(4), 1025-1048. https://doi.org/10.1111/bjet.13183
  10. Dahri, N. A., Vighio, M. S., Bather, J. D., & Arain, A. A. (2021). Factors influencing the acceptance of mobile collaborative learning for the continuous professional development of teachers. Sustainability, 13(23), 13222.
  11. Densmore-James, S., & Crandall, B. (2023). Critical friendship and collegial conversations. Writing and Pedagogy. https://doi.org/10.1558/wap.24293.
  12. Heinmäe, E., Leoste, J., Kori, K., & Mettis, K. (2022). Enhancing teacher-students’ digital competence with educational robots. In Robotics in Education: RiE 2021 12 (pp. 155-165). Springer International Publishing.
  13. Henseruk, H., Boyko, M., & Martyniuk, S. (2022). DIGITAL INSTRUMENTS OF COMMUNICATION IN THE EDUCATIONAL PROCESS OF THE INSTITUTION OF HIGHER EDUCATION. The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy. https://doi.org/10.25128/2415-3605.22.1.4.
  14. Inoue-Smith, Y. (2021). Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources. Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment. https://doi.org/10.4018/978-1-7998-5598-9.ch003.
  15. Jaleniauskiene, E., & Katsampoxaki-Hodgetts, K. (2023). Multimodal remediation of research articles through infographics and graphical abstracts. Communication Teacher, 38, 59 - 72. https://doi.org/10.1080/17404622.2023.2248231.
  16. Kaya, M., & Adiguzel, T. (2021). Technology Integration Through Evidence-Based Multimodal Reflective Professional Training. Contemporary Educational Technology. https://doi.org/10.30935/cedtech/11143.
  17. Li, Y., & Walsh, S. (2023). Technology-enhanced Reflection and Teacher Development: A Student Teacher's Journey. RELC Journal, 54, 356 - 375. https://doi.org/10.1177/00336882231161153.
  18. Pongsakdi, N., Kortelainen, A., & Veermans, M. (2021). The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Education and Information Technologies, 26, 5041 - 5054. https://doi.org/10.1007/s10639-021-10439-w.
  19. Potapchuk, T., Pukas, I., & Serman, T. V. (2022). Digital technologies in the professional and pedagogical development of the teacher. Research Notes. Series" Psychology and Pedagogy Research"(Nizhyn Mykola Gogol State University), 1, 103-110.
  20. Zajić, J. O., Maksimović, J. Ž., & Sretić, S. R. (2023). Reflective practice: The online teaching quality in the time of the coronavirus pandemic. Problems of Education in the 21st Century, 81(2), 269.