The COVID-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives

References

• Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20.
   Web of Science ®Google Scholar
• Bai, B., Wang, J., & Chai, C.-S. (2019). Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT. Computer Assisted Language Learning. doi:https://doi.org/10.1080/09588221.2019.1627459
   Web of Science ®Google Scholar
• Bank, W. (2020). Three principles to support teacher effectiveness during COVID-19. Accessed 5 October 2021. ( Downloaded from http://documents1.worldbank.org/curated/en/331951589903056125/pdf/Three-Principles-to-Support-Teacher-Effectiveness-During-COVID-19.pdf)
   Google Scholar
• Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research, 14(3), 259–275.
   Web of Science ®Google Scholar
• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
   Google Scholar
• Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., & Rodes, V. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2020). The online survey as a qualitative research tool, international journal of social research methodology. Epub Ahead of Print, 16(August), 2020.
   Google Scholar
• Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14–30.
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London, England: Routledge.
   Google Scholar
• Creswell, J.W. (1999). Mixed-method research: Introduction and application. In Handbook of educational policy (pp. 455–472). San Deigo, CA: Academic press.
   Google Scholar
• De Lano, L., Riley, L., & Crookes, G. (1994). The meaning of innovation for ESL teachers. System, 22(4), 487–496.
   Google Scholar
• Emo, W. (2015). Teachers’ motivations for initiating innovations. Journal of Educational Change, 16(2), 171–195.
   Web of Science ®Google Scholar
• Farrell, T.S.C. & Stanclik, C. (2021). COVID-19 is an Opportunity to Rediscover Ourselves: Reflections of a Novice EFL Teacher in Central America. RELC Journal. doi:https://doi.org/10.1177/0033688220981778.
   Google Scholar
• Fullan, M. (1982). Implementing educational change: Progress at last. Paper presented at the conference, “Research on Teaching: Implications for Practice“ (Warenton, Va, February 25–27, 1982)
   Google Scholar
• Fullan, M., & Hargreaves, A. (1991). What’s worth fighting for? Working together for your school. MA: The Regional Laboratory for Educational Improvement of the Northeast & Islands.
   Google Scholar
• Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967–983.
   Web of Science ®Google Scholar
• Holden, R.R. (2010). Face validity. In Corsini Encyclopedia of Psychology. doi:https://doi.org/10.1002/9780470479216.corpsy0341
   Google Scholar
• Holdsworth, S., & Maynes, N. (2017). “But what if i fail?” A meta-synthetic study of the conditions supporting teacher innovation. Canadian Journal of Education/Revue Canadienne De L’éducation, 40(4), 665–703.
   Google Scholar
• Kennedy, A. (2005). Models of Continuing Professional Development: A framework for analysis. Journal of In-Service Education, 31(2), 235–250.
   Google Scholar
• Kong, S.,Looi, C., Chan, T., & Huang, R. (2017). Teacher development in Singapore, Hong Kong, Taiwan, and Beijing for e-Learning in school education. J. Comput. Educ, 4(1), 5–25.
   Web of Science ®Google Scholar
• Mak, B. (2010). The professional development needs of Hong Kong ESL teachers. Asia Pacific Educ. Rev, 11(3), 397–410.
   Web of Science ®Google Scholar
• McConnel, T.J., Parker, J.M., Eberhardt, J., Koehler, M.J., & Lundeberg, M.A. (2013). Virtual professional learning communities: Teachers’ perceptions of virtual versus face-to-face professional development. Journal of Science Education and Technology, 22(3), 267–277.
   Web of Science ®Google Scholar
• Moorhouse, B. L. & Beaumont, A. (2020). Utilizing video conferencing software to teach young learners in Hong Kong during the COVID-19 class suspensions. TESOL Journal,11(3), 1–6. https://doi.org/https://doi.org/10.1002/tesj.545
   Google Scholar
• Moorhouse, B.L. (2020). Adaptations to a face-to-face initial teacher education course 'forced' online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/https://doi.org/10.1080/02607476.2020.1755205
   Web of Science ®Google Scholar
• Moorhouse, B.L. & Konhke, L. (2021). Thriving or surviving emergency remote teaching necessitated by COVID-19: University Teachers' Perspectives. Asia-Pacific Education Researcher, 30, 279–287. https://doi.org/https://doi.org/10.1007/s40299-021-00567–9
   Google Scholar
• Moorhouse, B.L., Lee, J., & Herd, S. (2021). Providing remote school based professional support to teachers during school closures caused by the COVID-19 pandemic. Learning: Research and Practice, 7(1), 5–19. https://doi.org/https://doi.org/10.1080/23735082.2020.1825777
   Google Scholar
• Moorhouse, B.L. & Tiet, M.C. (2021). Attempting to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19: A collaborative self-study. Studying Teacher Education, 17(2), 208–227. https://doi.org/https://doi.org/10.1080/17425964.2021
   Google Scholar
• Morse, J.M. (2010). Simultaneous and sequential qualitative mixed method designs. Qualitative Inquiry, 16(6), 483–491.
   Web of Science ®Google Scholar
• OECD. (2009). Creating effective teaching and learning environments: First results from TALIS. Paris: Organization for Economic Co-Operation and Development. Accessed 5 October 2021. https://www.oecd.org/berlin/43541636.pdf
   Google Scholar
• Peachey, N. (2017). Synchronous online teaching. In M. Eds Carrier, R.M. Damerow, & K.M. Bailey (Eds.), Digital language learning and teaching(pp. 143–155). New York, NY: Routledge.
   Google Scholar
• Rehn, N., Maor, D., & McConney, A. (2018). The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: Implications for training and professional development. Technology, Pedagogy and Education, 27(4), 417–429.
   Web of Science ®Google Scholar
• Ryan, R.M., & Deci, E.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
   Web of Science ®Google Scholar
• Svenja, V., David, K., Eckhard, K., & Sonja, B. (2012). TALIS teaching practices and pedagogical innovations evidence from TALIS: Evidence from TALIS. Paris, France: OECD Publishing.
   Google Scholar
• Taghizadeh, M., & Yourdshahi, Z.H. (2019). Integrating technology into the young learners’ classes: Language teachers’ perceptions. Computer Assisted Language Learning. doi:https://doi.org/10.1080/09588221.2019.1618876
   Web of Science ®Google Scholar
• Teng, M.F., & Wu, J.G. (2021). Tea or tears: Online teaching during the COVID-19 pandemic. Journal of Education for Teaching, 47(2), 290–292.
   Web of Science ®Google Scholar
• Trent, J. (2011). The professional development of teacher identities in Hong Kong: Can a short-term course make a difference? Professional Development in Education, 37(4), 613–632.
   Google Scholar
• Wan, S.W.-Y., Law, E.H.-F., & Chan, K.K. (2018). Teachers’ perception of distributed leadership in Hong Kong primary schools. School Leadership & Management, 38(1), 102–141.
   Web of Science ®Google Scholar
• Wang, C.X. (2021). CAFE: An Instructional Design Model to Assist K-12 Teachers to Teach Remotely during and beyond the Covid-19 Pandemic. TechTrends, 65, 8–16. https://doi.org/https://doi.org/10.1007/s11528-020-00555–8
   Google Scholar
• Wong, G.K.W. (2016). The behavioral intentions of Hong Kong primary teachers in adopting educational technology. Education Tech Research Dev, 64(2), 313–338.
   Web of Science ®Google Scholar
• World Health Organization. (2020, March 18). Mental health and psychosocial considerations during the COVID-19 outbreak. Accessed 5 October 2021. https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf
   Google Scholar
• Xie, K., Heddy, B.C., & Vongkulluksn, V.W. (2019). Examining engagement in context using experience-sampling method with mobile technology. Contemporary Educational Psychology, 59, 101788.
   Web of Science ®Google Scholar