Elementary school English teachers’ professional learning from teaching demonstrations as professional development

Chin-Wen Chien

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Elementary school English teachers’ professional learning from teaching demonstrations as professional development

机译：小学英语教师从教学示范中学到的专业发展

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AbstractThis study used interviews, observations and documentary evidence to analyze the professional learning of sixteen elementary school English teachers and two expert teachers during the pre-observation conference, observation, and post-observation conference from three-step teaching demonstrations. This study has the following major findings. First, the knowledge and competence that participants gained the most, was pedagogical knowledge and pedagogical content knowledge. Participants demonstrated “seeing as” and “seeing in” during observations but not “seeing that.” Second, six major factors influenced teachers’ professional learning including the use of handbooks for observations, the host or hostess’s expertise, the observed teachers’ expertise, the observers’ discussions, location, and training workshops. These findings provide a theoretical framework and guidelines for elementary school English teachers to gain professional learning through the demonstrations.

机译：摘要这项研究使用访谈，观察和文献证据分析了三步教学示范在观察前，观察和观察后会议期间对16名小学英语教师和两名专家教师的专业学习情况。这项研究有以下主要发现。首先，参与者获得最多的知识和能力是教学知识和教学内容知识。参与者在观察过程中表现出“作为”和“进入”，但没有“看到”。其次，影响教师专业学习的六个主要因素包括使用手册进行观察，主持人或女主人的专业知识，所观察的老师的专业知识，观察者的讨论，位置和培训讲习班。这些发现为小学英语教师通过示威获得专业学习提供了理论框架和指导。

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《Cogent Education》 |2017年第1期|共20页
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Chin-Wen Chien;
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中图分类文化、科学、教育、体育;
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入库时间 2022-08-18 06:51:30

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Elementary school English teachers’ professional learning from teaching demonstrations as professional development

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