The transformation of teachers roles and professional growth under the background of educational informatization

Abstract

There have been significant changes in the role of teachers and their professional development due to the globalization of educational informatization. Therefore, the purpose of this research is to examine how teachers’ roles have changed and how they can be supported in their professional development during educational informatization. The study employed a multiple case study approach that involved systematic literature review, surveys, and interviews with teachers and relevant educational experts. Three notable shifts were discovered in the roles of teachers: as porcupine from knowledge bearer to knowledge facility, as the porous bush from a lone practitioner to team player, and as the passive crumb on the table to an active participant in technology use. in the research. Targeted development programs, well-structured school leadership, and a dynamic learning environment were identified as some of the factors necessary for given professional growth to teachers. This study argues that engaging in active role changes and continued professionalization is necessary for teachers to maximize educational informatics as a tool to enhance students’ performance. The contribution regarding changes in teachers’ roles on the existing theory is made while practical implications for educational officials and school managers on how to facilitate teachers’ professional development in a digital world are also given.