Facilitating teacher professional development in online learning environments: a study of Taiwanese English teachers in private language supplementary schools

TL;DRAbstract

This longitudinal research study looks into the attitudes and current practices of Taiwanese teachers in supplementary schools (buxibans) toward professional development. Using the method of triangulation, data from two case studies, survey questionnaire (2004 and 2008), and electronic discourse were gathered and analyzed. A five-point likert scale was used to measure the teachers’ attitudes, Cronbach alpha to measure reliability, Chi-square to test the strength of the correlations between variables, and T-Tests to compare the responses from surveys 1 and 2. An online teacher professional development (oTPD) framework, that integrated the principles of cognitive apprenticeship and informal mentoring in online environments, was used to facilitate 1) the delivery of oTPD over a period of time, 2) the transfer and construction of teacher knowledge and skills that would have direct implications on teachers’ practice and on students’ learning, and 3) the social interaction and collaborative

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