Sustainable Development of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Situated in Multiple Learning Activity Systems

Jing Chen, Danli Li and Jinfen Xu
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Jing Chen: School of Foreign Studies, Changsha University of Science and Technology, Changsha 410076, China
Danli Li: School of Foreign Languages and Literature, Wuhan University, Wuhan 430072, China
Jinfen Xu: School of Foreign Languages, Huazhong University of Science and Technology, Wuhan 430074, China

Sustainability, 2022, vol. 14, issue 14, 1-18

Abstract: This study examined how Chinese college teachers developed their Technological Pedagogical Content Knowledge (TPACK) by situating the learning process in three interactive activity systems during teaching English as foreign language (EFL) online in China. Data were collected from teachers’ diaries, in-depth interviews, and various records of online teaching. Findings indicated that teachers employed cultural artifacts, social relations, and beliefs and concepts to cope with difficulties that confronted their online teaching. They also performed sideways moves to new activities that provided systemic implications for the previous form of activity. Hence, the teachers constructed their TPACK through bi-directional learning within and between an online teaching activity system and its two interactive systems. This study highlighted the situativeness and distribution of TPACK development, and assumes significance in sustainable teacher development and further integration of information and communication technology (ICT) in English language teaching.

Keywords: Technological Pedagogical Content Knowledge; teaching EFL online; activity systems; situativeness and distribution; sustainable teacher development (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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