Connecting EFL Curriculum Reforms with Teacher and Student Learning: Insights from Two Lesson Studies

Autor/inn/en	Zhang, Yumei; Luo, Shaoqian
Titel	Connecting EFL Curriculum Reforms with Teacher and Student Learning: Insights from Two Lesson Studies
Quelle	In: International Journal for Lesson and Learning Studies, 11 (2022) 4, S.318-330 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Yumei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-06-2022-0073
Schlagwörter	English (Second Language); Second Language Learning; Educational Change; Language Teachers; Foreign Countries; Teacher Improvement; Teacher Collaboration; Faculty Development; Communities of Practice; High School Teachers; Teaching Skills; High School Students; Grade 10; Student Attitudes; Academic Achievement; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungsreform; Language teacher; Sprachunterricht; Ausland; Lehrerkooperation; Community; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Student; Students; Schüler; Schülerin; Studentin; Schülerverhalten; Schulleistung
Abstract	Purpose: Combining empirical insights from two lesson studies (LSs), this research aims to investigate EnEFL (English as a foreign language) teachers' development in understanding and practical skills regarding the recent national English curriculum reform in China. It also strives to incorporate students' performance and perceptions in the evaluation of the effectiveness of these LSs and teachers' development. Design/methodology/approach: Two LSs were conducted in the same school with 3 years in between. Standardized procedures were followed in the two LSs, including pre-LS interviews, talk-lesson session, rehearsal lessons, and one public lesson. Triangulated data were collected from lesson plans, reflective journals, discussion notes, and interviews to probe into teachers' learning and development. Students' task performance and perceptions were analyzed to help reexamine the influence of teachers' development on student learning. Findings: The teachers in the two LSs encountered similar problems in both understanding and implementing the curriculum reform. The LSs helped them reach a contextualized understanding of the key concepts. Besides, developments were also seen in their instructional skills to adopt innovative methods and activities. The students' task performance and perceptions endorsed the teachers' efforts. Originality/value: First, this research combines data from two standardized LSs at different periods of curriculum implementation in the Chinese EFL context, which provides insights into teachers' difficulties and development regarding curriculum reforms on a longer timeline. Second, students' performance and perceptions are included as important data sources to assess the effectiveness of the LSs and teachers' development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01