Professional Learning as a Moral Drive from Critical Discourse

Kwo, Ora

doi:10.1007/978-3-642-36970-4_16

Cited by 3 publications

(5 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…From this point of view, these teachers made sense of teaching by developing theoretical understandings of knowledge and skills (e.g. Hawley & Valli, 1999; Kwo, 2013; Larsen-Freeman & Freeman, 2008). It is worth noting that teachers resist changing their beliefs and practices in general (e.g.…”

Section: Findings: Five Japanese Efl Secondary Teachers’ Professional...mentioning

confidence: 99%

“…(e.g. Avalos, 2011;Clandinin et al, 2013;Hargreaves, 2013;Kwo, 2013;Lieberman, 1995;Lieberman & Miller, 1990;Little, 1993;Russ, Sherin, & Sherin, 2016). The context, content, and stakeholders play central roles in understanding and researching professional teacher development.…”

Section: Theoretical Perspectives: Professional Teacher Developmentmentioning

confidence: 99%

“…Little, 1986). Kwo (2013) reinforced these and other issues while reminding the profession that teacher learning consists of co-constructing perceptions of problems and changing understandings of often held assumptions across professional life spans: 'Sustainable learning is a form of engaged living of educators as moral beings concerned with questioning and making choices through which they can be too easily taken for granted ' (p. 278). Clandinin et al (2013) highlighted three main shaping forces of professional learning/development including 'prior influences, initial teacher training, and school contexts' (p. 255), and encouraged 'the kinds of continuing spaces needed on school landscapes to sustain and retain beginning teachers ' (p. 257).…”

Section: Theoretical Perspectives: Professional Teacher Developmentmentioning

confidence: 99%

“…We investigate and consider their theoretical knowledge, grounded contextual questions, and practical concerns (Darling-Hammond & McLaughlin, 1995) to understand how they learn about and experience successful learning-centered and language-enriched teaching practices with empirical evidence of twenty-first century professional development (e.g. Avalos, 2011;Hargreaves, 2013;Kwo, 2013).…”

Section: Introduction 1 Backgroundmentioning

confidence: 99%

See 3 more Smart Citations

Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects

Sato¹,

Mutoh

Kleinsasser

2019

Language Teaching Research

View full text Add to dashboard Cite

This study examined how secondary teachers (junior and senior high school teachers) of English as a foreign language (EFL) in Japan participated in collaborative action research and engaged in their professional development over four years. In particular, little is known as to how EFL teachers challenge their beliefs and implement innovative practices based on communicative language teaching (CLT) through teacher learning processes. Using a mixed methods design, the study identified three developmental stages regardless of years of teaching experience: (1) Challenging teacher beliefs through TESOL classes and modeling teachers who have done similar action research (AR) through trial and error teaching as they practice communicative activities; (2) Making sense of teaching through adapting and modifying theories of CLT; and (3) Building confidence in teaching by actually seeing students change. These stages overlap and are not mutually exclusive, depending on teacher and teaching context. The study reveals teachers’ dynamic learning processes and professional development.

show abstract

Section: Findings: Five Japanese Efl Secondary Teachers’ Professional...mentioning

confidence: 99%

Section: Theoretical Perspectives: Professional Teacher Developmentmentioning

confidence: 99%

Section: Theoretical Perspectives: Professional Teacher Developmentmentioning

confidence: 99%

Section: Introduction 1 Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects

Sato¹,

Mutoh

Kleinsasser

2019

Language Teaching Research

View full text Add to dashboard Cite

show abstract

“…Hargreaves (2013) admonishes that "the days when individual teachers could just do anything they liked" are obsolete: "Teaching is a profession with shared purposes, collective responsibility and mutual learning" (p. 234). Moreover, Kwo (2013) recommends teacher learning "requires co-construction of perception of problems and changing understanding of long-established assumptions across the professional lifespan" (p. 266). 21 st Century PD is an individual and collective endeavor in f2f, online, and hybrid teaching and learning.…”

Section: Hybrid Teaching and Learning Researchmentioning

confidence: 99%

Puzzling Hybrid, Hybrid Puzzling

Kleinsasser¹

2018

JER

View full text Add to dashboard Cite

This article encourages inquiry into hybrid (blended, connected, etc.) and second language acquisition (SLA) research, teaching, and learning. Panoramic sketches survey current hybrid research and practice. Heeding Fishman and Dede's (2016) advice, readers will be challenged to consider shifting from "educational evolution to transformation and disruption" and "investing in a robust, flexible infrastructure of people and tools" (pp. 1320-1321). Second language (L2) acquisition elements will offer potential to broaden the edges of various landscapes of L2 teaching and learning (e.g., face-to-face, online, and hybrid), while offering avenues of innovative research potential for hybrid types of investigations, in general. Readers will be enjoined to consider macro-and micro-issues where they can puzzle about the creation and development of vibrant (L2) hybrid (blended, connected, etc.) teaching, learning, and research agendas.Makalah ini lebih lanjut mengembangkan informasi dari alamat paripurna yang diberikan selama Konferensi Internasional UHAMKA perdana tentang Pengajaran Bahasa Inggris (ELT) dan Pembelajaran Bahasa Berbasis Komputer (CALL) (UICELL 2017) di Jakarta, Indonesia, 23 November 2017. Artikel ini mendorong penyelidikan hibrida (dicampur, terhubung, dll) dan penelitian akuisisi bahasa kedua (SLA), pengajaran, dan pembelajaran. Sketsa survei penelitian dan praktik hybrid saat ini. Mengadopsi nasihat Fishman dan Dede (2016), pembaca akan ditantang untuk mempertimbangkan beralih dari "evolusi pendidikan ke transformasi dan gangguan" dan "investasi dalam infrastruktur yang kuat dan fleksibel dari orang dan alat" (pp. 1320-1321). Unsur-unsur akuisisi bahasa kedua (L2) akan menawarkan potensi untuk memperluas berbagai lanskap pengajaran dan pembelajaran L2 (misalnya, tatap muka, online, dan hibrida), sambil menawarkan peluang bagi potensi penelitian inovatif untuk jenis investigasi hibrida, secara umum. Pembaca akan diharapkan untuk mempertimbangkan isu-isu makro dan mikro di mana mereka dapat membuat mempertimbangkan tentang penciptaan dan pengembangan program pembelajaran, pembelajaran, dan penelitian yang bersemangat (L2) hibrida, terhubung.

show abstract

The multifaceted function of rubrics as formative assessment tools: A classroom-based action research in an L2 writing context

Khairallah

Adra

2022

Language Teaching Research

View full text Add to dashboard Cite

This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the potential of rubrics as formative tools. This study confirmed the proactive role rubrics could play in teaching writing and promoting successful partnerships between teachers and students during the assessment process. The multifaceted function of rubrics as driver of change in practitioners’ approaches to teaching and assessing writing as well as a tool that enables students to take ownership of the different stages of their writing was a major finding of our study.

show abstract

Professional Learning as a Moral Drive from Critical Discourse

Cited by 3 publications

References 11 publications

Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects

Longitudinal research on EFL teacher professional development in (Japanese) contexts: Collaborative action research projects

Puzzling Hybrid, Hybrid Puzzling

The multifaceted function of rubrics as formative assessment tools: A classroom-based action research in an L2 writing context

Contact Info

Product

Resources

About