CALL Teacher Professional Growth through Lesson Study Practice: An Investigation into EFL Teachers' Perceptions

Autor/inn/en	Nami, Fatemeh; Marandi, S. Susan; Sotoudehnama, Elaheh
Titel	CALL Teacher Professional Growth through Lesson Study Practice: An Investigation into EFL Teachers' Perceptions
Quelle	In: Computer Assisted Language Learning, 29 (2016) 4, S.658-682 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2015.1016439
Schlagwörter	Professional Development; Teacher Attitudes; English (Second Language); Second Language Learning; Foreign Countries; Teacher Effectiveness; Teacher Improvement; Teacher Collaboration; Teaching Methods; Language Teachers; Computer Assisted Instruction; Pedagogical Content Knowledge; Technological Literacy; Case Studies; Interviews; Peer Evaluation; Comparative Analysis; Technology Uses in Education; Teacher Education; Second Language Instruction; Inservice Teacher Education; Females; Feedback (Response); Observation; Iran (Tehran) + Suchen Sie Ihr Suchwort? Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Computer based training; Computerunterstützter Unterricht; Pädagogische Kompetenz; Technisches Wissen; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerausbildung; Lehrerbildung; Fremdsprachenunterricht; Lehrerfortbildung; Weibliches Geschlecht; Beobachtung
Abstract	Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this article shares the findings of a case study on five English as a foreign language (EFL) teachers' perception of the impact of lesson study on their professional growth. Participants' responses to interview questions along with their reflection journals were analyzed adopting constant comparison method. The findings indicated that participants appreciated the teaching practice and peer observation for promoting their knowledge of technology, technological pedagogical knowledge, knowledge of technological glitches, and their confidence in teaching with technology. It was also observed that teachers preferred peer critique to positive feedback for improving the quality of their lesson plans. The results could provide CALL teacher educators and program designers insights into benefits and challenges of engaging EFL teachers in lesson study during CALL teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01