Eleven factors contributing to the effectiveness of dialogic reflection: understanding professional development from the teacher’s perspective

Chung, Edsoulla

doi:10.1080/1554480x.2021.2013234

Cited by 8 publications

(3 citation statements)

References 36 publications

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“…Spalding et al [5] defined "teacher learning" as a slow, complicated, and uncertain process for the teachers and students alike. Given that the problems of real-world practice can be challenging and ever-changing, a technical-rational model that applies a body of expert knowledge to known situations to produce rational solutions to problems is inadequate for addressing the practitioners' professional needs [6]. Professional development for teachers needs to be based on the teachers' own artistry and competence, while affording opportunities for teacher exchanges to encourage multiple perspectives.…”

Section: Research Background 21 Teacher Development Through Online Co...mentioning

confidence: 99%

“…As noted, the participating student teachers often used upgraders to convey their appreciation for the others' work, which is consistent with the frequent use of such expressions as da zuo (大作; 'masterpiece'), gao jian (高見; 'high opinion') and wei lun (偉論; 'excellent speech') by the Chinese to compliment others. In addition, the Chinese ritualise public conversations to prevent face-threatening situations, as most regard conflict and confrontation as unpleasant and undesirable [6,29], which probably explains why most of the mentors and student teachers often used downgraders in making suggestions or negative evaluations. Although some of the latter mentioned paying extra attention to politeness when interacting with their mentors, to demonstrate respect, the politeness markers they used in their comments to the mentors and their peers were similar.…”

Section: Politeness and Chinese Culturementioning

confidence: 99%

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Understanding Politeness in an Online Community of Practice for Chinese ESL Teachers: Implications for Sustainable Professional Development in the Digital Era

Chung¹,

Tang

2022

Sustainability

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Although politeness contributes to the effectiveness and sustainable development of online learning communities, it remains unclear how Chinese teachers of English as a second language (ESL), with differing social statuses, use varying levels of politeness when engaging in such communities. Accordingly, this paper analyses how Hong Kong ESL teachers, who tend to observe hierarchical relationships and the idiosyncrasies of “face”, conveyed politeness in an online professional community when making positive and negative evaluations and suggestions. A total of 174 interactive comments offered by 24 student teachers and 8 mentors were coded under three discourse functions and 15 types of politeness markers. Interviews with six participants indicated that, through their role in the community, they adopted ways of thinking and linguistic knowledge that influenced their choice and frequency of the politeness markers. Despite having different roles in the hierarchy, the participants exhibited similar patterns of politeness marker choice, implying that their language and cultural background influenced how they chose to convey politeness in the absence of face-to-face cues; however, their role in the community seemed to have affected the frequency of using the politeness markers. These results shed light on politeness from the perspective of the culture, language, and online community membership.

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Section: Research Background 21 Teacher Development Through Online Co...mentioning

confidence: 99%

Section: Politeness and Chinese Culturementioning

confidence: 99%

Understanding Politeness in an Online Community of Practice for Chinese ESL Teachers: Implications for Sustainable Professional Development in the Digital Era

Chung¹,

Tang

2022

Sustainability

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“…According to more recent studies by Chung (2021) and Hashim and Yusoff (2021), which both explored the use and effectiveness of reflective dialogues in teaching professional growth, reflective dialogues could facilitate teachers to increase PCK knowledge through changes in their personal domain, like beliefs and attitude. More specifically, Chung (2021) investigated the role of dialogic reflections among Asian secondary school English language teachers and indicated that it should be viewed as an approach to teacher learning as teachers could enhance their understanding from self-reflection and others' reflections.…”

Section: Reflective Dialoguesmentioning

confidence: 99%

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

Jiang

2022

rEFLections

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Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers’ PCK growth in teachers’ collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers’ collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers’ professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers’ PCK growth. The significant role of three essential factors, namely, EFL teachers’ initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers’ PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.

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Metaphors as Windows into Academic Vocabulary Learning

Chung,

Newton

2024

TESOL Quarterly

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Although teachers have access to a great deal of scholarship on teaching academic vocabulary (AV), much less is known about the experiences and perceptions of English language learners regarding AV. To address this gap, we used an online metaphor elicitation survey and follow‐up interviews to collect data from 432 undergraduates at a Hong Kong university on their experience of learning AV. For this paper, we focus on the 199 students whose metaphors related to difficulties or challenges. A thematic analysis of this data showed that about two‐thirds of this subgroup perceived AV to be inherently difficult, while for the other third, the challenge primarily concerned their negative perceptions of their experience or abilities. We conclude by arguing for the value of understanding learner perspectives and proposing specific teaching strategies for addressing each of the perceived challenges.

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Eleven factors contributing to the effectiveness of dialogic reflection: understanding professional development from the teacher’s perspective

Cited by 8 publications

References 36 publications

Understanding Politeness in an Online Community of Practice for Chinese ESL Teachers: Implications for Sustainable Professional Development in the Digital Era

Understanding Politeness in an Online Community of Practice for Chinese ESL Teachers: Implications for Sustainable Professional Development in the Digital Era

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

Metaphors as Windows into Academic Vocabulary Learning

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