Survey of Second Language Teachers' Participation in Online Professional Development Activities

Teng Wang

doi:10.6918/IJOSSER.202410_7(10).0029

Authors

Teng Wang

DOI:

https://doi.org/10.6918/IJOSSER.202410_7(10).0029

Keywords:

Teacher; Online Professional Development; Second Language.

Abstract

In recent years, with the rapid development of information technology, online professional development projects for teachers' continuous professional development have gradually emerged in the world and attracted wide attention. In order to understand the participation of second language teaching teachers in online professional development activities. This study selected 15 teachers from different universities in the field of language teaching as research objects, adopted one-to-one interview as the main method of data generation, and conducted in-depth analysis of the collected interview data through thematic analysis. Teachers generally show a positive, open and enterprising attitude towards online professional development. They are willing to try new teaching methods and technological means, and are willing to share experiences and seek cooperation with their peers. Teachers generally have positive comments on the theme, form and effect of online teaching and research activities, believing that they are closely related to hot and difficult topics in education, but some topics need to be more focused and practical, and they hope to increase online interaction and follow-up measures. The interviews revealed many factors that affect teachers' participation in online teaching research activities. Among them, the technical condition is the foundation, the personal factor is the key, and the organizational environment is also a factor that cannot be ignored.

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