AN INVESTIGATION INTO HOW LESSON STUDY PRACTICE RESHAPES AN EFL TEACHER’S BELIEFS REGARDING THE QUALITIES OF EFFECTIVE LANGUAGE TEACHERS
Abstract
The present
study aims to provide insights into how
teachers’ beliefs about the qualities of effective teachers are shaped when
they take part in Lesson Study practice as a teacher-led, collaborative
professional development activity. The study adopted qualitative
research methodology and utilized from the qualitative data collection means
including repertory grids (i.e. pre- and post) and follow-up interviews to
achieve the research aim. The results reveal that the EFL teacher in the study context steps in the process
of change since he is observed to cite constructs related to teacher-student
relationships and add new constructs
related to professional development as a result of experiencing Lesson Study
model with his colleaques.
References
- Cerbin, W. and Kopp, B. (2011). Lesson study guide. Retrieved June 24, 2016 from http://www.uwlax.edu/sotl/lsp/guide
- Doig, B. and Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
- Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology, 21(5), 598-628.
- Ilin, G. (2016). Effects of doctorate program on a novice teacher’s conceptualization of an effective teacher: A case study. Educational Research and Reviews, 11(7), 411-419.
- James, P. (2001). Teachers in Action: Tasks for in-service language teacher education and development. Cambridge: Cambridge University Press.
- Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: The Routledge.
- Johnston, B. (1997). Do EFL teachers have careers?. TESOL Quarterly, 31(4), 681-712.
- Lewis, C. (2000). Lesson study: The core of Japanese professional development. Paper presented at the Annual Meeting of the American Educational Research Association Meetings, New Orleans.
- Lewis, C., Perry, R. R. and Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Math Teacher Education, 12, 285-304.
- Penuel, W. R. (2014). Emerging forms of formative intervention research in education. Mind, Culture and Activity, 21(2), 97-117.
- Roberts, J. (1998). Language teacher education. New York: St. Martin’s Press.
- Shen, Y. (2008). The effect of changes and innovation in educational development. International Education Studies, 1(3), 73-77.
- Stigler, J. W. and Hiebert, J. (2009). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
- Tasker, T. C. (2014). Exploring EFL teacher professional development through lesson study: An activity theoretical approach. Unpublished Ph.D Dissertation, The Pennsylvania State University, The USA.
- Zepeda, S. J. (2012). Professional Development: What works (2nd edition). New York: Routledge.
AN INVESTIGATION INTO HOW LESSON STUDY PRACTICE RESHAPES AN EFL TEACHER’S BELIEFS REGARDING THE QUALITIES OF EFFECTIVE LANGUAGE TEACHERS
Abstract
The present study aims to provide insights into how teachers’ beliefs about the qualities of effective teachers are shaped when they take part in Lesson Study practice as a teacher-led, collaborative professional development activity. The study adopted qualitative research methodology and utilized from the qualitative data collection means including repertory grids (i.e. pre- and post) and follow-up interviews to achieve the research aim. The results reveal that the EFL teacher in the study context steps in the process of change since he is observed to cite constructs related to teacher-student relationships and add new constructs related to professional development as a result of experiencing Lesson Study model with his colleagues.
References
- Cerbin, W. and Kopp, B. (2011). Lesson study guide. Retrieved June 24, 2016 from http://www.uwlax.edu/sotl/lsp/guide
- Doig, B. and Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
- Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology, 21(5), 598-628.
- Ilin, G. (2016). Effects of doctorate program on a novice teacher’s conceptualization of an effective teacher: A case study. Educational Research and Reviews, 11(7), 411-419.
- James, P. (2001). Teachers in Action: Tasks for in-service language teacher education and development. Cambridge: Cambridge University Press.
- Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: The Routledge.
- Johnston, B. (1997). Do EFL teachers have careers?. TESOL Quarterly, 31(4), 681-712.
- Lewis, C. (2000). Lesson study: The core of Japanese professional development. Paper presented at the Annual Meeting of the American Educational Research Association Meetings, New Orleans.
- Lewis, C., Perry, R. R. and Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Math Teacher Education, 12, 285-304.
- Penuel, W. R. (2014). Emerging forms of formative intervention research in education. Mind, Culture and Activity, 21(2), 97-117.
- Roberts, J. (1998). Language teacher education. New York: St. Martin’s Press.
- Shen, Y. (2008). The effect of changes and innovation in educational development. International Education Studies, 1(3), 73-77.
- Stigler, J. W. and Hiebert, J. (2009). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
- Tasker, T. C. (2014). Exploring EFL teacher professional development through lesson study: An activity theoretical approach. Unpublished Ph.D Dissertation, The Pennsylvania State University, The USA.
- Zepeda, S. J. (2012). Professional Development: What works (2nd edition). New York: Routledge.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 20, 2020 |
| Submission Date | October 21, 2019 |
| Published in Issue | Year 2020 Volume: 29 Issue: 1 |
