Forming a Collaborative Community of Practice of EFL Teachers through Self-study Research

Abstract

The current study is a self-reflective autoethnographic research study, which aims to explore how two in-service English as a foreign language (EFL) teachers in Japan built a collaborative and mutually supportive community of practice, and how they shared and reconstructed their expertise through interacting with each other. Prior to the study, both of the participating teachers from different teaching contexts shared a similar struggle: a lack of collegiality and a quest for creativity. An online journal forum was created where they recorded their thoughts, difficulties and challenges in their everyday teaching practice for one year. They also gave comments and feedback to each other online. As a result, participation in an online collaborative community of practice enabled them to reflect on and adjust their teaching practices. In particular, the role of collegiality in sharing teaching strategies impacted the teaching of English as a foreign language in diverse contexts, both public and private schools. It also had an impact on teaching different language skills (oral communication for one participant and reading and translation for the other) and the use of students' native language as assistance. By taking on the role of a diagonal mentor, they also found a way to make their professional voices heard.

Is English Teachers Forum Contributive to Teachers’ Professionalism Development? Voices from Indonesian EFL Teachers

“…Another study conducted by Rodhi, (2015) also focused on Teachers Forum contributions to improve teacher professional development, which affects the students' achievement. Furthermore, a study conducted focused on the practice of Teachers Forum including the strategies and the models of teachers' professional development programs implemented in Teachers Forum (Asaoka et al, 2020;Céspedes & Gutiérrez, 2017).…”