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

Jing Wang

doi:10.30827/portalin.vi42.28245

Autores/as

Jing Wang College of Foreign Studies, Liaoning University, China

DOI:

https://doi.org/10.30827/portalin.vi42.28245

Palabras clave:

participación de los profesores; programas de desarrollo profesional; entornos educativos en línea; profesores de inglés; China

Resumen

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.

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Biografía del autor/a

Jing Wang, College of Foreign Studies, Liaoning University, China

Jing Wang was born in Hunan, China, in 1979. From 1997 to 2001, she studied in Xiangtan Normal College and received her bachelor’s degree in 2001. From 2001 to 2004, she studied in Dalian Maritime University and received her Master’s degree in 2004.From 2014 to 2019, she studied in Liaoning Normal University and received her Doctor’s degree in 2019.From 2004 to 2023, she worked in Liaoning Normal University. From September 2023 till now, she has been working in Liaoning University. She has published a total of 25 papers and 2 books. Her research interests are Teacher Education, Applied linguistics and Sino-British education exchange.

Citas

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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 Based on the Embodied-Cognitive Linguistics (Project No. L22AYY006).