Professional Development Needs of Language Teachers in Online Teaching Contexts

Abstract

The popularity of online teaching and learning has led to significant changes in the educational landscape, particularly in the primary school contexts where both teachers and young learners are found to experience some challenges in their adaptation to this new mode. The situation calls for teachers to enhance the knowledge and skills necessary for effective online instruction. The current study aimed to explore the professional development (PD) needs of primary school language teachers in online teaching contexts and how they identify these needs through reflexive and interactive positionings. This qualitative case study drew on data from semi-structured interviews with five in-service teachers who were responsible for delivering online courses in primary schools. Findings from thematic analysis indicate that teachers expressed their needs for a deeper understanding of the psychological, physical and behavioural aspects of pupils in the online learning setting as these aspects were not as explicit as in traditional classrooms. In addition, the participants were interested in techniques to facilitate personalised learning and strategies to communicate with students’ parents. These needs are closely connected with how teachers position themselves, their students and parents. Discussions and implications of the study focus on the significance of incorporating teachers’ voices in the development of effective professional training programmes and students’ age-related characteristics as a learning resource for teachers.