professional-development
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- PaperTESOL Quarterly22 Jul 2026
Unveiling the AI Divide: A Comparative Study of Novice and Veteran EFL Teachers' Experience of Using Generative AI in Teaching
Qi Lin
A comparative study of novice and veteran EFL teachers reveals that the AI divide emerges mainly at the levels of AI capability and AI outcomes rather than access, shaped by factors such as perceived ease of use, educational background, social support, and professional development opportunities.
Original abstract
The rapid advancement of artificial intelligence (AI) has brought both opportunities and challenges to the field of education. Within this evolving landscape, the emergence of the AI divide has become a pressing concern, particularly in teacher education and EFL instruction. This study developed a three‐level three‐factor conceptual framework to explore the AI divide through the dimensions of AI access, AI capability, and AI outcomes, while also considering technological, personal, and institutional influences. Using this framework, the study employed a comparative research design to examine how novice and veteran EFL teachers integrated AI differently in their teaching practices. The findings revealed that the AI divide between novice and veteran EFL teachers mostly occurred at the second level (AI capability) and third level (AI outcomes), rather than the first level (AI access). These disparities were shaped by a combination of technological, personal, and institutional factors, including perceived ease of use of AI, educational background, social support, and access to AI‐related professional development. This study extends the concept of AI divide into the field of EFL education and offers valuable theoretical insights and practical implications for more equitable AI integration in EFL teaching.
- NewsEdSurge14 Jul 2026
We Talk About Whole Children. What About Whole Educators?
This article argues for supporting educators as whole people, not just employees, using the story of a teacher who thrived when her personal and professional needs were met. It emphasizes that teachers are the engineers of learning experiences, designing and scaffolding every moment for children. The author calls for a shift in the field to truly see and support educators.
Original abstract
<p>In 2010, a young woman walked into my office at the childcare center I directed in Arizona. She was nervous. She didn’t have experience in early childhood education. She just needed a job.</p><p>In most centers, that’s where the story would end. Instead, I offered her a working interview — two observational hours in an infant classroom. When she came back into my office, she was beaming. “I love this,” she told me. “Just give me a chance. I’ll learn.”</p><p>Her name is Lindsay. Fifteen years later, she’s still teaching.</p><h4>Seeing the Educator</h4><p>Lindsay’s story isn’t just about passion or perseverance; it’s about support. We made a deliberate choice — over and over again — to see her as a whole person first and an employee second. We figured out scheduling so she could get her Child Development Associate (CDA) credential. We found coverage when she needed practicum hours elsewhere. I wasn’t there for every step of Lindsay’s journey that followed, but she and I have stayed in touch throughout all these years. She earned her associate’s degree and then her bachelor’s degree; she grew from part-time infant teacher to lead teacher to program coordinator.</p><p>Lindsay’s story shows us what happens when an educator is truly seen — something our field has yet to get right. What gets overlooked most in conversations about the quality of early childhood education is that educators are engineers. Every learning opportunity a young child experiences is designed, built and brought to life by a teacher. There is no curriculum three-year-olds activate for themselves. Every moment of discovery, every language-rich exchange and every carefully scaffolded small group experience is built by someone. A teacher looks at a group of children, weighs their individual needs, considers the family’s hopes, aligns these needs and hopes to learning objectives and makes a decision about what to put in front of those kids at that moment. And they do this all day long.</p><p>These edu
- NewsLanguage Magazine9 Jul 2026
Free Virtual Conference on Bilingualism on July 11
A free virtual bilingual conference will take place on July 11, 2026, organized by the Habla Futures Initiative and several partners, targeting researchers, policymakers, and educators. The conference aims to foster international collaboration in bilingual education.
Original abstract
The Habla Futures Bilingual Conference is a free, international virtual gathering for bilingual education researchers, policymakers, and educators from across the globe, hosted by the Habla Futures Initiative in partnership with the UCI Bilingualism Matters California Initiative, OCDE Project GLAD, the California Department of Education, and Californians Together. Date: Saturday, July 11, 2026Time: 9:00 AM […] The post Free Virtual Conference on Bilingualism on July 11 appeared first on Language Magazine .
- NewsLanguage Magazine6 Jul 2026
California Boosts Education Spending Now
California Governor Gavin Newsom signed the 2026–27 state budget, allocating a record $21,100 per student—a 9.5% increase—and $128 billion for public education, with major investments in professional development and community schools. The budget also includes updates for the California ELA/ELD adoption process, impacting English language arts and English language development programs.
Original abstract
Major investments in Professional Development and Community Schools California Governor Gavin Newsom has signed the 2026–27 California state budget, confirming a $128 billion investment in public education including record per-student funding, which is projected to rise to $21,100 — a 9.5% increase. CA ELA/ELD Adoption Options In the 2026-27 fiscal year, which started July 1, […] The post California Boosts Education Spending Now appeared first on Language Magazine .