Jing Chen
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Jing Chen has a total of 6 co-authors. Here are the top co-authors by number of shared publications:
- Danli Li
Wuhan University
1 shared publication - Jinfen Xu
School of Foreign Languages Huazhong University of Science and Technology Wuhan China
1 shared publication - Junqiang Yao
Institute of Desert Meteorology, China Meteorological Administration, Urumqi 830002, China
1 shared publication - Lianglu Qu1 shared publication
- Weiyi Mao
Institute of Desert Meteorology, China Meteorological Administration, Urumqi 830002, China
1 shared publication - Yaning Chen
Xinjiang Institute of Ecology and Geography, Chinese Academy of Sciences, Ürümqi 830011, China
1 shared publication
Latest Publications
- 2 July 2024
- Published by Elsevier in Journal of Hydrology
- Vol. 639, 131630
Hydro-climatological drivers of the unprecedented flooding in August 2022 along the Tarim River, China
- 2 July 2024
- Published by Elsevier in Journal of Hydrology
- Vol. 639, 131630
Hydro-climatological drivers of the unprecedented flooding in August 2022 along the Tarim River, China
- Open Access
- 21 July 2022
- Published by MDPI AG in Sustainability
- Vol. 14 (14) , 8934
Sustainable Development of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Situated in Multiple Learning Activity Systems
This study examined how Chinese college teachers developed their Technological Pedagogical Content Knowledge (TPACK) by situating the learning process in three interactive activity systems during teaching English as foreign language (EFL) online in China. Data were collected from teachers’ diaries, in-depth interviews, and various records of online teaching. Findings indicated that teachers employed cultural artifacts, social relations, and beliefs and concepts to cope with difficulties that confronted their online teaching. They also performed sideways moves to new activities that provided systemic implications for the previous form of activity. Hence, the teachers constructed their TPACK through bi-directional learning within and between an online teaching activity system and its two interactive systems. This study highlighted the situativeness and distribution of TPACK development, and assumes significance in sustainable teacher development and further integration of information and communication technology (ICT) in English language teaching.
- 21 July 2022
- Published by MDPI AG in Sustainability
- Vol. 14 (14) , 8934
Open AccessSustainable Development of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Situated in Multiple Learning Activity Systems
This study examined how Chinese college teachers developed their Technological Pedagogical Content Knowledge (TPACK) by situating the learning process in three interactive activity systems during teaching English as foreign language (EFL) online in China. Data were collected from teachers’ diaries, in-depth interviews, and various records of online teaching. Findings indicated that teachers employed cultural artifacts, social relations, and beliefs and concepts to cope with difficulties that confronted their online teaching. They also performed sideways moves to new activities that provided systemic implications for the previous form of activity. Hence, the teachers constructed their TPACK through bi-directional learning within and between an online teaching activity system and its two interactive systems. This study highlighted the situativeness and distribution of TPACK development, and assumes significance in sustainable teacher development and further integration of information and communication technology (ICT) in English language teaching.