Perceptions of Continuing Professional Development and Self-identity among Secondary School English Language Teachers in Hong Kong during COVID-19

Following the disruptive effects of the COVID-19 pandemic on educational infrastructure, Hong Kong schools adopted widespread digital courses supported by an array of teachers with varying degrees of experience with digital
educational solutions. Teachers have been experimenting with different pedagogical tools and solutions to deal with some unprecedented challenges. The primary aim and focus of this study revolved around the factors shaping identity
during COVID-19 among secondary teachers in Hong Kong, analysing the affective influences of digitalisation, role shifting, and continuing professional development (CPD).

To address the complex relationship between comparable challenges across educational groups and experiential reports from teachers, this study used a mixed-method approach, combining both quantitative (survey) and qualitative (interview) methods into a single, targeted study. The survey instrument combined multiple philosophical, experiential, and behavioural prompts into a structured assessment of group perceptions regarding current challenges and future needs for CPD. The interview, similarly, focused on key changes following COVID-19 as they affect CPD, training, role shifting, and professional identity in the classroom.

The evidence collected from 193 survey participants confirmed a responsibility shift away from traditional pedagogy and towards student-centred support that requires both academic and technological competencies. Further, the interview responses from three experienced teachers in local and international secondary schools confirmed the importance of technological proficiency, teacher preparedness and hybrid or digital classroom scenarios in the future.

The conclusion of these findings not only affirmed the need for technology-based CPD in the future but demonstrated an array of systemic limitations and gaps that have arisen as a result of deficiencies in the underlying preparedness of the extant educator population for digital pedagogy. These findings can be applied to the design of teacher-oriented support and CPD programmes in the future that target self-determination, capacitation, and support as hybridised classroom settings continue to be embraced throughout Hong Kong secondary schools.