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

Authors :
Chien, Chin-Wen
Chien, Chin-Wen
Source :
Australian Journal of Teacher Education
Publication Year :
2020

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.

Details

Database :
OAIster
Journal :
Australian Journal of Teacher Education
Notes :
application/pdf, Australian Journal of Teacher Education
Publication Type :
Electronic Resource
Accession number :
edsoai.on1179117933
Document Type :
Electronic Resource