Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects
Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects
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DOI：
10.1177/1362168819893814
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发表时间：
2019-12-19
影响因子：
4.2
通讯作者：
Kleinsasser, Robert C.
中科院分区：
文献类型：
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作者：
Sato, Kazuyoshi;Mutoh, Nancy;Kleinsasser, Robert C.
本研究考察了日本英语作为外语（EFL）的中学教师（初中和高中教师）如何在四年内参与协作行动研究并从事其专业发展。特别是，很少有人知道英语教师如何通过教师学习过程挑战自己的信念并实施基于交际语言教学（CLT）的创新实践。该研究采用混合方法设计，无论教学经验年限如何，都确定了三个发展阶段：（1）通过TESOL课程挑战教师的信念，并在实践交际活动时通过试错教学对做过类似行动研究（AR）的教师进行建模； (2) 通过调整和修改交际教学理论来使教学有意义； (3) 通过实际看到学生的变化来建立教学信心。这些阶段是重叠的，但并不相互排斥，具体取决于教师和教学环境。该研究揭示了教师的动态学习过程和专业发展。
This study examined how secondary teachers (junior and senior high school teachers) of English as a foreign language (EFL) in Japan participated in collaborative action research and engaged in their professional development over four years. In particular, little is known as to how EFL teachers challenge their beliefs and implement innovative practices based on communicative language teaching (CLT) through teacher learning processes. Using a mixed methods design, the study identified three developmental stages regardless of years of teaching experience: (1) Challenging teacher beliefs through TESOL classes and modeling teachers who have done similar action research (AR) through trial and error teaching as they practice communicative activities; (2) Making sense of teaching through adapting and modifying theories of CLT; and (3) Building confidence in teaching by actually seeing students change. These stages overlap and are not mutually exclusive, depending on teacher and teaching context. The study reveals teachers' dynamic learning processes and professional development.