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Using Teacher Study Groups to Enhance Teaching Effectiveness of English Language Teachers in East Gojjam Zone

机译:利用教师学习小组提高东Gojjam区英语教师的教学效率

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Teachers’ professional development is the core of educational improvement. The study investigated the role of participation in a Teacher Study Group in enhancing English language teachers teaching effectiveness by engaging them in a teacher study group and thereby designing teacher study group procedures that can enhance teaching effectiveness of teachers in the schools. Focus group discussion, document analysis and classroom observation were used as methods of data gathering. The teachers were engaged in a regularly customized TSG activities on the basis of Tripod 7Cs to investigate what they improve on their teaching effectiveness. A thematic crossover analysis is used to present the data.As learned from this case study, it is evident that the teacher’s collegiality and open mindedness to involve in a dialogic TSG has improved. Moreover, as reflected by the teachers, their teaching effectiveness (as self-admitted and measured by Tripod 7Cs) has improved due to participation in TSG. This justifies the worth of a statement nearly a century ago that ‘…there is no workable alternative to working together, respectful of differences and eager to keep the conversation going.” John Dewey, 1938). However, further studies should confirm the viability of TSG discussion focusing on verifying the statistical significance and dimensions of teaching effectiveness TSG brings before it is considered as an alternative CPD modality.
机译:教师的专业发展是教育改进的核心。该研究调查了教师学习小组的参与通过使他们参与教师学习小组并由此设计可以提高学校教师教学效率的教师学习小组程序来提高英语教师教学效果的作用。焦点小组讨论,文件分析和课堂观察被用作数据收集的方法。教师在三脚架7C的基础上参加了定期定制的TSG活动,以研究他们在教学效果方面的改进。通过专题交叉分析来呈现数据。从本案例研究中可以了解到,很明显,参与对话性TSG的老师的协作能力和开放态度已得到改善。此外,正如教师所反映的那样,由于参加了TSG,他们的教学效果(由三脚架7C自行认可和衡量)得到了提高。这证明了近一个世纪前的声明的价值,即“……除了共同努力,尊重差异并渴望继续进行对话之外,没有其他可行的选择。”约翰·杜威(1938)。但是,进一步的研究应确认TSG讨论的可行性,重点在于验证TSG在被视为替代CPD模式之前所带来的教学有效性的统计意义和维度。

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