Facilitating EFL Teachers' Professional Development through CLS of English Literature Instruction

Autor/inn/en	Zhang, Huaqing; Luo, Shaoqian
Titel	Facilitating EFL Teachers' Professional Development through CLS of English Literature Instruction
Quelle	In: International Journal for Lesson and Learning Studies, 11 (2022) 2, S.60-72 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Huaqing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-09-2021-0074
Schlagwörter	Communities of Practice; English Literature; High School Teachers; Faculty Development; Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Fiction; Beliefs; Attitude Change; Emotional Response; Student Centered Learning; Inquiry; Teaching Methods; Program Effectiveness; China + Suchen Sie Ihr Suchwort? Community; Englische literatur; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Fiktion; Belief; Glaube; Attitudinal change; Einstellungsänderung; Emotionales Verhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: Against the backdrop of China's curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes the teacher participant's professional development (PD) in teacher beliefs and emotions, teaching contents, teaching approaches and learner outcomes. Design/methodology/approach: This study adopted the CLS approach to explore the teacher participant, Lily's PD. Three rounds of CLS of short fiction instruction were conducted. Triangulated data including interviews, reflection journals, discussion notes and lesson materials were collected for directed qualitative content analysis. Findings: The results show that through the CLS, Lily has (1) changed her beliefs about the curriculum and literature instruction, and improved her emotion management and become more resilient and motivated; (2) shifted her teaching focus from forms and facts to meanings; (3) adopted a more learner-centred and inquiry-based teaching approach and (4) received satisfactory learner outcomes including increased learner participation and quality output. The follow-up class observations suggest the sustainability of such development. Originality/value: This study applies and validates a conceptual framework of teachers' PD, and establishes the value of promoting curriculum reform and facilitating EFL teachers' PD through CLS and literature instruction. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01