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JTCLT Abstract

Volume 12 Number 1, 2021
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Gong, Y., Fan, C. W., & & Wang, C. (2021). Teacher Agency in Adapting to Online Teaching during COVID-19: A Case Study on Teachers of Chinese as an Additional Language in Macau. Journal of Technology and Chinese Language Teaching, 12(1), 82-101.
[龔陽, 范進偉, & 王闖. (2021). 教師發揮能動性以適應2019冠状病毒病期間的在綫教學:基於澳門對外漢語教師的個案研究. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 12(1), 82-101.]

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Abstract/摘要:

The COVID-19 university closure forced a rapid transition and adaptation to online teaching. This paper reports on a case study that examined teacher agency in response to online teaching from February to September 2020. In the study we collected multiple data from three teachers of Chinese as an additional language, including semi-structured interviews, institutional documents, and field notes, to investigate their exercise of agency in adapting to online teaching. The analysis revealed that the participants displayed strong agency to build digital competence and develop student-centered pedagogy at different stages. At the same time, the shift to online from classroom-based teaching allowed them an opportunity to transform existing practices and seek innovative pedagogy, such as a hybrid model blending asynchronous and synchronous online teaching. This study also suggests the influence of flexible and collaborative institutional culture and teacher professional digital competence in shaping the participants’ agency in addressing the diverse challenges of online teaching. These findings offer insights into the value of an agency-oriented approach to professional learning and development in educational change. Educational stakeholders should pay more attention to the dynamic interaction between educational institutional systems and teacher agentic practice.

2019冠状病毒病引發的大學關閉迫使教育持份者需要快速轉變為並適應在綫教學模式。本文采用案例研究的方法,考察2020年2月至9月間澳門孔子學院的教師如何發揮能動性以回應在綫教學的轉變。我們對該孔子學院三位對外漢語教師能動性的發揮進行了半結構化訪談和參與式觀察,並分析了相關的文件資料。研究分析表明,他們在建構自身數位技能和發展以學生爲中心的教學法過程中表現出强大的能動性。同時,從課堂教學到在綫教學的轉變使他們有機會改變現有的教學實踐,並尋求教學法的創新。本研究還表明,靈活和協作的制度文化及教師的數位技能對他們發揮能動性以應對在綫教學的各種挑戰具有重要影響。這些發現對於教學變革中教師的專業學習和發展提供了以能動性為導向的視角。基於以上發現,我們建議教育持份者應當更加關注教學體系和教師能動性之間的互動。

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