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

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.

Teachers’ AI-TPACK: Exploring the Relationship between Knowledge Elements

“…The AI-TPACK model equips teachers to modify their pedagogical approaches to include AI, thereby preparing students with essential skills for a digitally driven society. This approach is not only innovative but also addresses the dynamic educational needs of a technology-centric world, contributing to the sustainability of educational practices [102].…”

Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq

“…The study conducted to assess the teachers learning through the online teaching, which showed that teachers were not able to perform, and it was difficult for them in online engagement. Technological Pedagogical Content Knowledge (TPACK) model proposed and studied for the justification on the importance of contents in textbooks as an essential part for the professional development of teachers [36]. The model provides three bases for knowledge as Technology Knowledge (TK), Content Knowledge (CK), and Pedagogical Knowledge (PK) consisting of seven components (Figure 3).…”

Leveraging affordances in an ecological stance: Reflective language teaching for professional development during COVID-19

“…Implementing L2 ecological pedagogy through reflective teaching encourages teachers to pursue CPD in aspects such as innovation in the classroom [ 99 , 100 ], identity commitment [ 101 , 102 ], and social and cultural wellness [ 103 , 104 ]. Teacher agency was the focus of inquiries under frameworks such as activity system and sociocultural theory [ 105 , 106 ]. A majority of studies examined teachers’ articulated agency in retrospective interviews [ 95 , 107 , 108 ], whereas actual alternation of agency in response to affordance changes in the classroom were less investigated [ 109 , 110 ].…”