Abstract:
The National Online Digital Development of English Teachers (NODE) project in China, initiated by British Council China in August 2022, aimed to provide targeted support to English language teachers through online continuing professional development (CPD) and research. The project was implemented by ELT-Consultants, a UK-based consultancy, and focused on enhancing the teaching skills of English teachers in basic education across China. The CPD component addressed important areas such as teaching speaking, motivating students, improving reading instruction, and integrating 21st-century skills into the classroom. The project used a blend of global and localised digital content to meet the needs of Chinese English teachers.
The research component of NODE explored the impact of digital training on classroom practices and teacher development. This report describes the process and presents the outcomes of a mixed-methods study which set out to explore the nexus between digital training, classroom practices and teacher development in China.
A baseline survey was conducted in November-December 2022 with 2,836 teachers to understand the motivation and engagement of Chinese schoolteachers with online continuing professional development (OCPD). Findings from the survey data showed that despite facing a variety of contextual constraints, most respondents were currently engaged in OCPD through a range of digital platforms for mainly intrinsic reasons. These digital platforms provided them with opportunities which could potentially help them improve their own classroom practices and enhance their sense of agency.
Drawing on these findings, a second phase of the study consisted of a 14-week exploratory action research mentoring intervention with six teachers from March to June 2023 using teachers’ preferred digital platforms.
Findings from focus group interviews and participant reflections during their post-mentoring presentations suggest that exploratory action research mentoring can be a powerful alternative to traditional top-down training methods, fostering teacher agency and shared ownership with students, leading to improved classroom interaction and practices.
Recommendations from the project include using familiar digital platforms for CPD delivery, ensuring that content is relevant and practical for teachers, and promoting collaborative classroom research. These approaches aim to enhance teacher engagement, particularly in rural areas, and ensure that CPD directly addresses teachers’ professional needs and classroom challenges.
This study provides evidence-based recommendations for OCPD initiatives in Chinese education, highlighting the potential benefits of participatory approaches to professional development. The results have implications for policymakers, educators, and researchers seeking to enhance teacher motivation, engagement, and practice.
To cite this report:
Kuchah, K., Zhang, R., & Wang, W. (2024). Digital learning and professional development: Exploring the nexus between digital teacher education, classroom practices and teacher development in China. British Council. doi.org/10.57884/JSXB-TV67