Exploring microlearning for teacher professional development: Voices from Hong Kong

Exploring microlearning for teacher professional development: Voices from Hong Kong

Handbook of CALL teacher education and professional development: Voices from under-represented contexts

• Kohnke, Lucas Mathias Alfred The Education University of Hong Kong
• Foung, Dennis The University of British Columbia

• Tafazoli, Dara The University of Newcastle
• Picard, Michelle Flinders University

Singapore

Springer

2023

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Microlearning Teacher Professional Development Online Blended Learning COVID-19 English as a Second Language

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Online and blended learning (OBL) requires a different skill set than face-to-face teaching. The ability to facilitate student-centered teaching by integrating technological information and communication technology (ICT) in pedagogically effective ways is urgently needed. This study explored the microlearning experience of twelve English as a second language teachers at a Hong Kong university as a form of teacher professional development (TPD) to prepare them for the transition to OBL during the COVID-19 pandemic. Qualitative data was collected through semi-structured interviews to capture a holistic overview of teachers’ experience with bite-size, practical, and easily digestible TPD directly relevant to teachers’ practice. The findings indicate that teachers found the microlearning TPD activities to be quick, relevant, and engaging; they provided practical knowledge and confidence. Such activities are suggested to create favorable conditions to equip teachers with the necessary skills in OBL. Effective TPD for English as a second language teachers should focus on improving digital competence through short learning activities situated in the specific teaching context and providing input through activities in various modalities. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

• English

Book Chapters

• 9789819905133

• 10.1007/978-981-99-0514-0_17

https://bibliography.lib.eduhk.hk/en/bibs/1ec4f189

2023-10-18