Perceiving Technology-Based Professional Development Practices for Teachers

Abstract

This study explored how 26 Chinese EFL teachers perceived community-based, technology-supported professional development practices. The methods of data collection in this study blend quantitative and qualitative techniques: 1) questionnaire survey of teachers' satisfaction about community-based technology-supported professional development practices; 2) online teacher discussion postings; 3) teacher self-reflection journals; and 4) semi-structured interviews. Data analysis revealed a generally positive attitude and empowering feelings in these Chinese EFL teachers who viewed technology-facilitated practices as affording constructive functions for their professional development. Results also revealed a range of factors that apparently mediated/limited EFL teachers' participation in the professional development activities. This study thus contributes to the understanding of the reality in relation to actual utilization of technological resources in second-language teacher development in the context of a developing country such as China.