Transforming professional learning into practice

Sahin, Iclal; Yildirim, Ali

doi:10.1093/elt/ccv070

Cited by 15 publications

(9 citation statements)

References 9 publications

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“…This is important, since, as Phipps and Borg (2007) argue, teachers are more likely to adopt learning from TPL if it addresses not just classroom practice but underlying pedagogical beliefs. Our finding aligns with previous research, which shows an interconnected relationship between changes in teachers’ beliefs and classroom practice (Clarke and Hollingsworth, 2002; Sahin and Yildirim, 2016). We believe that these positive outcomes can be attributed to five key research-based principles of effective TPL that characterised the workshop and subsequent activities, which we now discuss.…”

Section: Discussionsupporting

confidence: 92%

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

Nguyen

Newton

2020

RELC Journal

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The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

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Section: Discussionsupporting

confidence: 92%

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

Nguyen

Newton

2020

RELC Journal

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“…In line with this view, there is a growing consensus that high quality PD should be school-based (Borko et al, 2010; Coolahan, 2002) require active participation of teachers (Birman et al, 2000; Desimone, 2009), involve reflection (Adey, 2004; Şahin & Yıldırım, 2016), be carried out in collaboration with peers (Allison, 2015; Richardson & Diaz-Maggioli, 2018), focus on student learning (Hawley & Valli, 2000), and engage teachers in research (Kirkwood & Christie, 2006; Stoll et al, 2012). It should be noted that the key elements of effective continuous professional development (CPD) practices listed above are inherent in certain CPD models, one of which is the Japanese lesson study.…”

Section: Introductionmentioning

confidence: 99%

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

Bayram

Bıkmaz

2021

Sage Open

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This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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“…Each phase is followed by data analysis in which transcriptions of participants' interviews were analyzed, with recurring words being reflected on, coded, and categorized (Saldanã, 2016).…”

Section: Methodsmentioning

confidence: 99%

Investigating the Influence of Webinar Participation on Professional Development of English Language Teachers in Rural Vietnam

Mai¹,

Ocriciano²

2017

LEiA

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Professional development plays a central role in fostering teaching quality. As teaching and learning in Vietnam have embraced a digital mode, the emergence of webinars has been noted. However, little is known about its impact on primary and secondary English language teachers, especially in rural areas. This multi-perspective case study aimed to explore the beliefs and practices of a small group of mid-career teachers working at different schools in a southwestern province in Vietnam as they experienced digital professional development. After having reflected on their participation in both synchronous and asynchronous webinars, the teachers were encouraged to implement selected techniques to engage learners in their teaching contexts. Qualitative findings from teachers' interviews and observations demonstrate how this digital modality influenced their pedagogical and social cognition, impacting their classroom practices.

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Transforming professional learning into practice

Cited by 15 publications

References 9 publications

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

Investigating the Influence of Webinar Participation on Professional Development of English Language Teachers in Rural Vietnam

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