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Self-Directed Computer-Assisted Professional Development in Taiwanese Bilingual Schools: An Exploratory Study

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Title: Self-Directed Computer-Assisted Professional Development in Taiwanese Bilingual Schools: An Exploratory Study
Language: English
Authors: Keith M. Graham (ORCID 0000-0001-9277-8589), Tzu-Bin Lin (ORCID 0000-0002-1379-0860), Hsi-Ling Huang (ORCID 0009-0002-9685-1119)
Source: Asia Pacific Education Review. 2025 26(1):183-193.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Independent Study, Computer Assisted Instruction, Faculty Development, Language Proficiency, English (Second Language), Bilingual Teachers, Bilingual Education, Program Effectiveness, Barriers, Foreign Countries
Geographic Terms: Taiwan
DOI: 10.1007/s12564-024-10029-8
ISSN: 1598-1037
1876-407X
Abstract: This exploratory study utilized a conceptual framework for self-directed computer-assisted professional development (PD) to evaluate the implementation and outcomes of a six-month PD pilot program. The program was designed to enhance the English proficiency of Taiwanese bilingual school teachers through a computer-assisted learning platform. Using a narrative-based methodology, we constructed and analyzed vignettes from seven participating teachers using a conceptual framework that integrates motivation, self-management, platform readiness (ease of use), and self-monitoring. While self-directed computer-assisted PD offers promising opportunities for teacher development, this study reveals significant challenges, particularly in sustaining engagement and ensuring the platform aligns with teachers' specific needs. Drawing on these insights, we offer several recommendations for schools to enhance the effectiveness of self-directed computer-assisted PD across diverse educational contexts based on the study's conceptual model. These recommendations convey an overarching message: Self-directed PD should not be viewed as an isolated endeavor for teachers. Specifically, we underscore the importance of appointing a PD program administrator to facilitate the program model and guide teachers throughout the self-directed learning process.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461823
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Keith+M%2E+Graham%22">Keith M. Graham</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9277-8589">0000-0001-9277-8589</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tzu-Bin+Lin%22">Tzu-Bin Lin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1379-0860">0000-0002-1379-0860</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hsi-Ling+Huang%22">Hsi-Ling Huang</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0002-9685-1119">0009-0002-9685-1119</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia+Pacific+Education+Review%22"><i>Asia Pacific Education Review</i></searchLink>. 2025 26(1):183-193.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s12564-024-10029-8
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  Data: This exploratory study utilized a conceptual framework for self-directed computer-assisted professional development (PD) to evaluate the implementation and outcomes of a six-month PD pilot program. The program was designed to enhance the English proficiency of Taiwanese bilingual school teachers through a computer-assisted learning platform. Using a narrative-based methodology, we constructed and analyzed vignettes from seven participating teachers using a conceptual framework that integrates motivation, self-management, platform readiness (ease of use), and self-monitoring. While self-directed computer-assisted PD offers promising opportunities for teacher development, this study reveals significant challenges, particularly in sustaining engagement and ensuring the platform aligns with teachers' specific needs. Drawing on these insights, we offer several recommendations for schools to enhance the effectiveness of self-directed computer-assisted PD across diverse educational contexts based on the study's conceptual model. These recommendations convey an overarching message: Self-directed PD should not be viewed as an isolated endeavor for teachers. Specifically, we underscore the importance of appointing a PD program administrator to facilitate the program model and guide teachers throughout the self-directed learning process.
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      – SubjectFull: Taiwan
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