Discussing teaching videocases online: Perspectives of preservice and inservice EFL teachers in Taiwan

Liu, Mei-Hui

doi:10.1016/j.compedu.2011.09.004

Cited by 34 publications

(22 citation statements)

References 31 publications

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“…OPD can foster meaningful and constructive communication among EL teachers through exchanging knowledge and experiences, thus, it promotes teachers' awareness, knowledge, and instructional skills. Liu (2012) fond that Taiwanese preservice and in-service EFL teachers perceived engaging in an online videocase discussion community as a useful professional learning experience. Moreover, in an experimental study, Alimirzaee and Ashraf (2016) examined the impact of online peer knowledge sharing among Iranian EFL teachers on their professional development.…”

Section: Previous Studies About Opd For English Language Teachersmentioning

confidence: 99%

“…There are many studies have been conducted to examine the different forms of OPD for English language (EL) teachers (e.g. Elmabruk, 2009;Kabilan & Rajab, 2010;Murugaiah et al, 2010;Kabilan, Adlina, & Embi, 2011, Magidin de Kramer et al, 2012Liu, 2012;Silvia, 2015;Alimirzaee & Ashraf, 2016;McCall, 2018).…”

Section: Previous Studies About Opd For English Language Teachersmentioning

confidence: 99%

“…Most of OPD studies have been carried out internationally (e.g. Murugaiah et al, 2010;Kabilan, Adlina, & Embi, 2011, Magidin de Kramer et al, 2012Liu, 2012;Silvia, 2015;Alimirzaee & Ashraf, 2016;McCall, 2018). Nevertheless, few studies have been conducted in some of the Arab countries, and they focused on the use of the internet by EFL teachers (e.g.…”

Section: Introductionmentioning

confidence: 99%

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EFL Teachers’ Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia

Alzahrani¹,

Althaqafi²

2020

HES

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This study aimed at examining EFL teachers’ perceptions of the effectiveness of an OPD program provided by a Saudi University. The program lasted for almost one year, and consisted of different courses about teaching English language. An online questionnaire was sent to the teachers to examine their perceptions of the effectiveness of the program through examining teachers’ perceptions of the significant features of the program, their learning in the program, and their use of the new knowledge and skills. Findings indicated limitations in teachers’ positive perceptions of the features of the OPD courses, teachers’ learning, and teachers’ use of new skills and knowledge. Providers of OPD need to take into consideration teachers’ needs and preferences, and the obstacles that might inhibit teachers’ learning. Needs analysis might be helpful to discover their needs and preferences and solutions for the obstacles they face.

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Section: Previous Studies About Opd For English Language Teachersmentioning

confidence: 99%

Section: Previous Studies About Opd For English Language Teachersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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EFL Teachers’ Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia

Alzahrani¹,

Althaqafi²

2020

HES

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“…These findings have strong implications for fostering teachers' participation in CPD and encouraging their student orientation. Liu (2012) investigated the application of an online videocase discussion community into fostering preservice and inservice EFL teachers' professional development in Taiwan. The findings showed that the preservice and inservice teachers appeared respectively to play different roles in discussing teaching videocases online.…”

Section: Introductionmentioning

confidence: 99%

Strategies of Professional Development for EFL and Technology Teachers

Shoqair¹

2013

EDU

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This research aims at showing the most common strategies of professional development for EFL and technology teachers and revealing if the specialty, gender and academic levels affect adaptation of these strategies. The descriptive analytical method was followed in this research. A questionnaire including a list of (20) strategies of professional development was prepared. All EFL and technology teachers in the Gaza Strip governmental schools completed the questionnaire which consisted of (675) teachers. Frequencies, means, standard deviation, percentage, T-test and One Way ANOVA were used to analyse the data statistically. The results revealed that: Conducting action research continually, using social networks (Twitter, Facebook, and others) in exchanging viewpoints and experiences, and participating in educational e-forums were the most common strategies because they recorded high percentages of teachers' responses.

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“…Yet, what they paid attention to in the teaching events shifted from different to similar focuses after attending online video-case discussion for about one year. According to these teachers, the community provided them with professional learning opportunities, although several issues might prevent some of them from attending the discussion frequently (Liu, 2012).…”

Section: F Related Empirical Studiesmentioning

confidence: 99%

On the Effect of Online Peer Knowledge Sharing on Iranian EFL Teachers' Professional Development

Alimirzaee¹,

Ashraf²

2016

TPLS

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Abstract-Online peer knowledge sharing is an effective way which can help English as Foreign Language (EFL) teachers improve their profession. The present study sought to explore the effect of online peer knowledge sharing on Iranian EFL teachers' professional development. To achieve the goals of this study, 50 Iranian EFL teachers were selected from Khorasan Razavi, Iran, based on their score in Teaching Knowledge Test (TKT) adopted from Pirtaj's unpublished thesis (2013). Then, they were randomly assigned to experimental (N=25) and control (N=25) groups. During the course lasting for 16 sessions, participants in the experimental group shared their knowledge (content knowledge, pedagogical knowledge, and pedagogical content knowledge) on the internet and the control group received the instructions being the same as those shared among participants in the experimental group without any knowledge sharing. Finally, at the end of the course posttest was administered which was the same as the pretest. Results of t-test confirmed that online peer knowledge sharing was significantly effective in improving Iranian EFL teachers' professional development. Pedagogically, the present findings help EFL teachers, students, and curriculum designers.Index Terms-on-line learning, peer knowledge sharing, professional development, content knowledge, pedagogical knowledge, pedagogical content knowledge

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Discussing teaching videocases online: Perspectives of preservice and inservice EFL teachers in Taiwan

Cited by 34 publications

References 31 publications

EFL Teachers’ Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia

EFL Teachers’ Perceptions of the Effectiveness of Online Professional Development in Higher Education in Saudi Arabia

Strategies of Professional Development for EFL and Technology Teachers

On the Effect of Online Peer Knowledge Sharing on Iranian EFL Teachers' Professional Development

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