From Technological Application to Integrative Empowerment: Reconstructing the Paradigm of Foreign Language Teachers' Professional Development Based on TPACK

Yuxin Fan

doi:10.63313/EH.9089

Authors

Yuxin Fan Department of Foreign Languages, China West Normal University, Nanchong, China Author

DOI:

https://doi.org/10.63313/EH.9089

Keywords:

TPACK, Teacher Professional Development, Foreign Language Teacher

Abstract

Digitalization is reshaping foreign language education, yet classroom technology use remains superficial, decoupled from subject and teaching theories, failing to deliver substantive teaching empowerment. The TPACK theoretical framework integrates technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK), offering solutions to fragmented tech application. This paper constructs a TPACK-oriented "integrative empowerment" professional development paradigm for foreign language teachers. It addresses three core dilemmas of current teachers’ technology practice, elaborates the three-layer structure of the new paradigm, and proposes operable implementation paths covering instructional design, teacher community construction, multi-dimensional support and developmental evaluation. The research aims to improve foreign language teachers’ digital integration literacy and professional autonomy, retain the humanistic value of language teaching amid digital transformation, and cultivate globalized local language talents.

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