Developing a Context- and Subject-Specific Professional Digital Competence Framework for Beginning English Language Teachers in Hong Kong

• Published in: The Asia-Pacific education researcher Vol. 33; no. 5; pp. 1105 - 1115
• Main Authors: Moorhouse, Benjamin Luke, Kohnke, Lucas, Chiu, Thomas K. F.
• Format: Journal Article
• Language: English
• Published: Singapore Springer Nature Singapore 01.10.2024; Springer Nature B.V
• Subjects: Beginning teachers; Data collection; Digital literacy; Education; Educational Policy and Politics; English; English language; English teachers; Ethics; International and Comparative Education; Language teachers; Learning and Instruction; Learning outcomes; Literature Reviews; Regular Article; Self evaluation; Sociology of Education; Teacher education; Teacher Education Programs; Teacher Improvement; Teachers; Hong Kong China; China; English Language Education; Professional digital competence; Hong Kong; Technology for teaching
• ISSN: 0119-5646; 2243-7908
• DOI: 10.1007/s40299-023-00778-2

This paper proposes and describes a context- and subject-specific professional digital competence (PDC) framework for beginning English language teachers in Hong Kong. Taking a localised approach, the framework was developed through a four-stage data collection process, (1) Literature review of empirical studies conducted in Hong Kong of English language teachers’ technology use, (2) Review of local government curriculum documents; (3) An online survey of English language teachers’ technology use ( n  = 83); (4) follow-up individual interviews ( n  = 22). The study revealed that the local subject-specific PDC of teachers includes five aspects; Technological proficiency; Pedagogical compatibility; Preparing students for the digital world; Risk, well-being and ethical awareness and Professional work. Each aspect includes ability statements. The framework can be used to evaluate existing teacher education programmes, support the development of pre-service English-language teachers and facilitate self-, peer- and teacher assessment. The elements of PDC can be converted into programme- and course-level learning outcomes or incorporated into assessment rubrics. In addition, the methods used to develop the framework can be used by scholars in other contexts and subject areas to develop localised subject-specific PDC frameworks.