Korean Elementary English Teachers' Professionalism Development in Using EdTech: A Grounded Theory Study
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| Title: | Korean Elementary English Teachers' Professionalism Development in Using EdTech: A Grounded Theory Study |
|---|---|
| Language: | English |
| Authors: | Jihye Sim, Seungcheon Ha, Kyuhee Jo |
| Source: | English Teaching. 2024 79(1):93-120. |
| Availability: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Professionalism, English (Second Language), Second Language Learning, Second Language Instruction, Educational Technology, Language Teachers, Grounded Theory, Teacher Attitudes, Teaching Methods, Technology Uses in Education, Faculty Development, Foreign Countries |
| Geographic Terms: | South Korea |
| ISSN: | 1017-7108 2671-9312 |
| Abstract: | This study explores the development of professionalism in using Educational Technology (EdTech) among Korean elementary English teachers amid the increasing integration of technology in English education. Employing the Grounded Theory methodology, the study involved in-depth interviews with nine Korean elementary English teachers experienced in using EdTech. It aims to identify their EdTech experiences, the elements constituting EdTech professionalism, and its developmental process. The study reveals that teachers' EdTech professionalism encompasses a proactive approach towards technology, continuous professional growth based on practice and reflection, and adaptation of teaching methods in response to evolving technologies and learner needs. It highlights the importance of teachers' self-directed approach, collaboration with other teachers, and the integration of pedagogical, content, and technological knowledge into their English teaching. The findings have implications for teacher education and the advancement of EdTech-utilized English education, suggesting new processes and directions for developing elementary English teachers' professionalism in the rapidly evolving landscape of educational technology. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424136 |
| Database: | ERIC |
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