Exploring Senior High School English Teachers’ Professional Development:Challenges and Pathways within the TPACK Framework

Abstract

The present study is an attempt to explore the professional development challenges faced by high school English teachers within the TPACK framework, particularly in the context of technology integration. By reviewing existing literature, this study identifies three primary challenges: the difficulty in incorporating technology into pedagogy and content knowledge, the lack of sufficient time and resources, and the psychological resistance to innovation. In response to these issues, the study proposes three strategies. First, focusing on tailored training programs and reflective activities to equip teachers with both the tools and mindset necessary for successful technology integration. Second, optimizing time and resources through personalization and collaboration, which emphasizes flexible, personalized learning pathways and encourages collaboration among teachers to make the best use of available resources. Third, advocating for gradual integration and supportive strategies, such as fostering a positive environment and establishing incentive mechanisms, to alleviate resistance. The study seeks to promote the successful implementation of the TPACK framework, enhancing the quality of high school English instruction and offering valuable support for teachers’ professional development.The findings not only offer practical solutions for integrating technology into pedagogy and content knowledge but also lay a theoretical foundation for the future application of educational technology.