Leading and Sustaining Communities of Practice

Mercieca, Bernadette Mary; McDonald, Jacquelin

doi:10.1007/978-981-33-6354-0_3

Cited by 1 publication

(1 citation statement)

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“…It is believed that teacher learning, as the learning of others, is not simply a result of knowledge transmission but a process of sense-making via active participation in the target community (Lave and Wenger, 1991). In a CoP, teachers have a shared domain of interest, collaborate to solve problems in practice as they arise, make plans and create better practices as they interact, and in the end advance the domain of professional practice and build their competence (Mercieca, 2017; Wenger-Trayner and Wenger-Trayner, 2015). In this LS, the teachers share the same interest which is to make effective use of technologies in EFL writing.…”

Section: Discussionmentioning

confidence: 99%

A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth

Zhang

2024

IJLLS

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PurposeThe lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the context of MOOC-based and AI-powered flipped teaching and assessment of EFL writing (MAFTA).Design/methodology/approachThree college EFL teachers and their students (66 in total) participated in three cycles of MAFTA instruction. Triangulated analysis was conducted by considering all relevant data sources, including the teachers' discussions and reflections, the argumentative essays produced by the students before and after the MAFTA instruction, as well as the data gathered through questionnaires and interviews.FindingsThe three teachers demonstrated varying degrees of growth in TPACK, as evidenced by their increased knowledge of the technology tools and skills in utilizing the tools to realize their pedagogical beliefs on teaching EFL writing. Substantial improvements were detected in students' essays. The students generally have affirmative perceptions on the MAFTA model and the questionnaire and interviews specified the benefits they gained from each stage of the model.Originality/valueFirstly, the lesson study is grounded in an innovative approach to teaching EFL writing that incorporates multiple technological affordances. Secondly, it closely scrutinizes the dynamics of both teachers' and students' growths during the innovative practice. The findings could offer insights into teachers' TPACK development and effective integration of technological advancements in EFL education at the tertiary level.

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Section: Discussionmentioning

confidence: 99%

A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth

Zhang

2024

IJLLS

View full text Add to dashboard Cite

show abstract

Leading and Sustaining Communities of Practice

Cited by 1 publication

References 26 publications

A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth

A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth

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