Abstract

Mobile phones are turning into a growingly widespread educational tool across various contexts. However, the scope of research on teachers’ role in mobile-oriented instruction is limited, much less examining how professional development influences their associated beliefs and practices. Grounded in sociocultural theory, this study aimed to fill some of the void by exploring the contributions of a professional development initiative framed around mobile phone usage to L2 teachers’ beliefs and practices. Data were collected from semi-structured interviews, classroom observations, and online reflections. Data analyses indicated that the teachers gradually developed further awareness of educational exploitability of mobile phones and experienced restructuring in their associated beliefs. Additionally, the analysis of observational data showed direct and indirect patterns of utilizing mobiles by the teachers, undergoing changes during the research process. Results of the study offer implications for mobile-related teacher education, particularly professional development courses geared toward enhancing in teachers greater awareness of utilizing mobile devices.

摘要

移动电话正在成为一种在各种环境中日益普及的教育工具。然而，关于教师在移动教学中的作用的研究范围有限，更不用说研究专业发展如何影响他们相关的信念和实践。本研究以社会文化理论为基础，旨在通过探索以手机使用为框架的专业发展计划对二语教师的信念和实践的贡献来填补一些空白。数据来自半结构化访谈、课堂观察和在线反思。数据分析表明，教师逐渐对手机的教育可利用性有了进一步的认识，并经历了相关信念的重构。此外，对观察数据的分析表明，教师使用手机的直接和间接模式在研究过程中发生了变化。研究结果为与移动相关的教师教育提供了启示，特别是旨在提高教师使用移动设备意识的专业发展课程。