Analysis of Elementary School English Teachers' Professional Dialogue as Their Professional Development

Autor/in	Chien, Chin-Wen
Titel	Analysis of Elementary School English Teachers' Professional Dialogue as Their Professional Development
Quelle	In: Australian Journal of Teacher Education, 45 (2020) 5, S.1-17, Artikel 1 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Teacher Collaboration; Elementary School Teachers; Dialogs (Language); Faculty Development; Teacher Attendance; Cooperative Planning; Teacher Attitudes; Teaching Methods; Curriculum Development; Classroom Techniques; Extracurricular Activities; Remedial Instruction; Educational Resources; Lesson Plans; Taiwan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Dialog; Dialogs; Dialogue; Dialogues; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Klassenführung; Außerunterrichtliche Aktivität; Förderkurs; Bildungsmittel; Lesson planning; Unterrichtsplanung
Abstract	This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the form of curriculum development and lesson planning in order to help English teachers construct their professional knowledge and competence through social interaction. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01