Abstract
This study aimed to profile and examine Chinese Language (CL) teachers’ readiness for online teaching with general platforms in Singapore primary schools. 577 CL teachers answered a questionnaire asking about their self-efficacy in Knowledge in Technological, Pedagogical, and Content (TPACK), their perceived support from schools and parent involvement in online teaching, their self-reported online teaching presences and their perceived difficulties and expected support for online teaching. Teachers were found to be confident in their TPACK in CL online teaching, hold positive feedback on school support and parent involvement, and were generally satisfied in their online teaching presence. The discrepancy between teachers’ online teaching presence and their expected results was further discussed, along with the different needs of support for teachers teaching different levels.
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