Developing a context- and subject-specific professional digital competence framework for beginning English language teachers in Hong Kong

Developing a context- and subject-specific professional digital competence framework for beginning English language teachers in Hong Kong

• Moorhouse, Benjamin Luke Hong Kong Baptist University
• Kohnke, Lucas Mathias Alfred The Education University of Hong Kong
• Chiu, Thomas K. F. The Chinese University of Hong Kong

Asia-Pacific Education Researcher, 2023

Springer

2023

• M 教師與教師教育
  • MH 教師評鑑︰教師效能
• G 課程與教學:個別教學範疇
  • GB 英文

Professional Digital Competence English Language Education Technology for Teaching

• Hong Kong

• 1997.7 onwards

• 專上教育

This paper proposes and describes a context- and subject-specific professional digital competence (PDC) framework for beginning English language teachers in Hong Kong. Taking a localised approach, the framework was developed through a four-stage data collection process, (1) Literature review of empirical studies conducted in Hong Kong of English language teachers’ technology use, (2) Review of local government curriculum documents; (3) An online survey of English language teachers’ technology use (n = 83); (4) follow-up individual interviews (n = 22). The study revealed that the local subject-specific PDC of teachers includes five aspects; Technological proficiency; Pedagogical compatibility; Preparing students for the digital world; Risk, well-being and ethical awareness and Professional work. Each aspect includes ability statements. The framework can be used to evaluate existing teacher education programmes, support the development of pre-service English-language teachers and facilitate self-, peer- and teacher assessment. The elements of PDC can be converted into programme- and course-level learning outcomes or incorporated into assessment rubrics. In addition, the methods used to develop the framework can be used by scholars in other contexts and subject areas to develop localised subject-specific PDC frameworks. Copyright © 2023 De La Salle University.

• 英文

期刊論文

• 01195646

• 10.1007/s40299-023-00778-2

https://bibliography.lib.eduhk.hk/tc/bibs/30434ac3

2024-02-15