Professional Development in Collaborative Online Spaces: Supporting Rural Language Teachers in a Post-Pandemic Era
Professional Development in Collaborative Online Spaces: Supporting Rural Language Teachers in a Post-Pandemic Era
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在线协作空间的专业发展：支持后疫情时代的农村语言教师
DOI：
10.1080/1547688x.2023.2174279
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Tianlan Wei
中科院分区：
文献类型：
--
作者：
Kelly M. Moser;Tianlan Wei
摘要2020年，COVID-19扰乱了学校教育，严重影响了经济弱势学生、有色人种学生和居住在农村地区的学生。在其最初爆发近三年后，世界已进入大流行后时代。因此，所有教师都需要持续的在线（和紧急远程）教学专业支持和培训。这项混合方法的研究探讨了K-12语言教师（英语作为第二语言或其他语言[ESOL]和世界语言[WL]）在农村密西西比谁从事彼此通过在线专业发展（OPD）研讨会，旨在提高他们的知识和技能相关的在线语言教学的经验。在这项研究中的50名教育工作者报告显着改善他们的知识基础，意图修改他们的实践，和更积极的看法与远程或远程学习者。此外，OPD引导教师挑战他们的传统职业身份，从而认识到他们作为农村教师领导者，建筑师和合作者的新角色。本研究的发现可以解决农村教师专业支持在中断的情况下，包括设计优质的OPD经验，以及与后流行的语言教学相关的讨论的启示。
ABSTRACT In 2020, COVID-19 disrupted schooling disproportionately affecting economically disadvantaged learners, students of color, and those living in rural spaces. Nearly three years following its initial onset, the world has entered a post-pandemic era. Consequently, all teachers need continued professional support and training related to online (and emergency remote) instruction. This mixed methods study explored the experiences of K-12 language teachers (English as a Second or Other Language [ESOL] and World Language [WL]) in rural Mississippi who engaged with one another through an online professional development (OPD) workshop designed to improve their knowledge and skills related to online language pedagogy. The 50 educators in this study reported significant improvements in their knowledge base, intentions to modify their praxis, and more positive perceptions of working with distance or remote learners. Additionally, the OPD led teachers to challenge their traditional professional identities thereby recognizing their new roles as rural teacher leaders, architects, and collaborators. The findings of this study can address gaps in rural teacher professional support during disrupted contexts including both the design of quality OPD experiences as well as the affordances of discussions related to post-pandemic language teaching.
影响因子：
2.3
作者：
Gu, Qing;Day, Christopher
通讯作者：
Day, Christopher