An Exploration of Professional Development Programs for Teachers of Collaborative Teaching of EFL in Taiwan: A Case Study

Autor/in	Luo, Wen-Hsing
Titel	An Exploration of Professional Development Programs for Teachers of Collaborative Teaching of EFL in Taiwan: A Case Study
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 3, S.403-412 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0115-8
Schlagwörter	Interviews; Questionnaires; Case Studies; Faculty Development; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Collaboration; Teacher Attitudes; Teaching Methods; Teaching Skills; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Fragebogen; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerkooperation; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland
Abstract	This study aims to explore a professional development program for teachers of collaborative teaching of English as a foreign language (EFL) in elementary schools in Taiwan. There have been studies of collaborative teaching of EFL by native English-speaking teachers (NESTs) and local English teachers in school systems in the Asia-Pacific region. Yet very few have explored the issues regarding professional development programs for teaching practice of this kind. The purpose of this study is threefold: (1) to explore teachers' perceptions of a professional development program organized by the author; (2) to determine the dimensions of the program that need to be improved; and (3) to define necessary elements in a possible professional development model for collaborative teaching of EFL by NESTs and local teachers. Research methods including individual interviews and a questionnaire were employed to solicit data. The study reveals that the professional development program being studied was perceived by the teachers as a context where they could share experiences and learn from fellow teachers. It also indicates that the teachers preferred professional development programs focusing on teaching skills. It is found, however, that the teachers had different needs for professional development and the modules included in a viable professional development program should reflect teachers' concerns accordingly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01