This study explores the development of professionalism in using Educational Technology (EdTech) among Korean elementary English teachers amid the increasing integration of technology in English education. Employing the Grounded Theory methodology, the study involved in-depth interviews with nine Korean elementary English teachers experienced in using EdTech. It aims to identify their EdTech experiences, the elements constituting EdTech professionalism, and its developmental process. The study reveals that teachers’ EdTech professionalism encompasses a proactive approach towards technology, continuous professional growth based on practice and reflection, and adaptation of teaching methods in response to evolving technologies and learner needs. It highlights the importance of teachers’ self-directed approach, collaboration with other teachers, and the integration of pedagogical, content, and technological knowledge into their English teaching. The findings have implications for teacher education and the advancement of EdTech-utilized English education, suggesting new processes and directions for developing elementary English teachers’ professionalism in the rapidly evolving landscape of educational technology.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Professionalism of Elementary English Teachers
    2.2. EdTech in Elementary English Education
    2.3. Elementary English Teachers’ Professionalism of Using EdTech
3. METHODOLOGY
    3.1. Participants
    3.2. Research Design
    3.3. Research Procedure
4. RESULTS AND DISCUSSION
    4.1. Concepts and Categories Derived from Experiences with EdTech andthe Development of Professionalism
    4.2. Paradigm Model of Experience and Professionalism DevelopmentProcess in Using EdTech
    4.3. Core Category of Experience and Professionalism DevelopmentProcess in Using EdTech
    4.4. Matrix Analysis of the Core Category of Experience andProfessionalism Development Process in Using EdTech
    4.5. Theory Generation on the Process of Experience and ProfessionalismDevelopment in Using EdTech
5. CONCLUSION
REFERENCES

• Jihye Sim(Elementary School Teacher, Incheon Seokcheon Elementary School)
• Seungcheon Ha(Ph.D candidate, Department of Education, Seoul National University; 1, Gwanak-ro, Gwanak-gu, Seoul 08826, Korea) Corresponding author
• Kyuhee Jo