Longitudinal Research on EFL Teacher Professional Development in (Japanese) Contexts: Collaborative Action Research Projects

Autor/inn/en	Sato, Kazuyoshi; Mutoh, Nancy; Kleinsasser, Robert C.
Titel	Longitudinal Research on EFL Teacher Professional Development in (Japanese) Contexts: Collaborative Action Research Projects
Quelle	In: Language Teaching Research, 26 (2022) 3, S.477-503 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sato, Kazuyoshi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819893814
Schlagwörter	Longitudinal Studies; Second Language Learning; Second Language Instruction; English (Second Language); Communicative Competence (Languages); Secondary School Teachers; Language Teachers; Action Research; Faculty Development; Learning Processes; Teacher Attitudes; Teaching Methods; Modeling (Psychology); Learning Activities; Self Esteem; Foreign Countries; Teacher Collaboration; Japan + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language teacher; Sprachunterricht; Projektforschung; Learning process; Lernprozess; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Modeling; Modelling; Modellierung; Lernaktivität; Self-esteem; Selbstaufmerksamkeit; Ausland; Lehrerkooperation
Abstract	This study examined how secondary teachers (junior and senior high school teachers) of English as a foreign language (EFL) in Japan participated in collaborative action research and engaged in their professional development over four years. In particular, little is known as to how EFL teachers challenge their beliefs and implement innovative practices based on communicative language teaching (CLT) through teacher learning processes. Using a mixed methods design, the study identified three developmental stages regardless of years of teaching experience: (1) Challenging teacher beliefs through TESOL classes and modeling teachers who have done similar action research (AR) through trial and error teaching as they practice communicative activities; (2) Making sense of teaching through adapting and modifying theories of CLT; and (3) Building confidence in teaching by actually seeing students change. These stages overlap and are not mutually exclusive, depending on teacher and teaching context. The study reveals teachers' dynamic learning processes and professional development. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01