Investigating In-Service Foreign Language Teachers' Beliefs about Using Information and Communication Technology

Autor/inn/en	Chen, Xi; Shu, Dingfang; Zhu, Yan
Titel	Investigating In-Service Foreign Language Teachers' Beliefs about Using Information and Communication Technology
Quelle	In: Asia-Pacific Education Researcher, 30 (2021) 1, S.59-70 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Yan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-020-00514-0
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Attitudes; Inservice Teacher Education; Elementary School Teachers; Teaching Methods; Institutional Characteristics; Information Technology; Instructional Effectiveness; Principals; Administrator Attitudes; Public Schools; Individual Characteristics; Educational Policy; Technology Integration + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Unterrichtserfolg; Principal; Schulleiter; Public school; Öffentliche Schule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Politics of education; Bildungspolitik
Abstract	This study investigates foreign language teachers' beliefs about information and communication technology (ICT) and factors contributing to their belief formation through in-depth interviews with eight teachers and the principal of a public primary school. The participants held overall slightly positive attitudes towards the effectiveness of ICT in English education but believed it played only a subsidiary role in their pedagogical practices and professional development. Elementary English teachers' ICT-related beliefs were shaped by individual-, institutional-, and policy-level factors. The study extends belief-related components of the technology acceptance model (TAM) by clarifying the external variables into three-level factors. The results suggest the need for in-service teacher education programmes and joint efforts from individual teachers, school management, and government authorities catering to teachers' ICT beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01