Teacher-Practitioner Inquiry in Professional Development: A Case of Adaptation and Resistance to Genre-Based Systemic Functional Linguistic as a New Writing Instruction

Autor/inn/en	Dinh, Hanh; Nguyen Thi Huong, Lan
Titel	Teacher-Practitioner Inquiry in Professional Development: A Case of Adaptation and Resistance to Genre-Based Systemic Functional Linguistic as a New Writing Instruction
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 16 (2023) 1, S.65-80 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dinh, Hanh) ORCID (Nguyen Thi Huong, Lan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Inquiry; Faculty Development; Elementary Secondary Education; Postsecondary Education; English (Second Language); Second Language Instruction; Language Teachers; Teacher Competencies; Teacher Researchers; Experiential Learning; Educational Resources; Equal Education; Teaching Methods; Inservice Teacher Education; Foreign Countries; Language Skills; Communication Skills; Vietnam + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrkunst; Lehrerforschung; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfortbildung; Ausland; Language skill; Sprachkompetenz; Kommunikationsstil
Abstract	This qualitative study reports the results of sensemaking when teacher-practitioner inquiry in professional development (PD) is carried out for 120 Vietnamese K-12 and college teachers. The PD was designed to prepare teachers to teach with different newly-approved English language coursebooks using a genre-based systemic functional linguistic approach (SFL). During scaffolds in workshops, teaching staff guided teachers in cooperating and drafting lessons using genre-based SFL, examining the lessons' impacts on students' responses. Teachers also journaled to unravel the knitted instructional complexities and express their willingness to adapt to emerging teaching practices. Data were collected via the video recordings, teachers' interviews, and content analysis of their inquiry products. Four themes representing the complexities in teachers' sensemaking of scaffolded collaborative PD were: (1) Improved teacher agency in terms of planning and instruction; (2) Research-based experiential learning creating a venue for intrinsic motivation to innovate in instruction; (3) An overwhelming feeling of inequity between high and low-resourced instructional situations; (4) The mismatch between teachers' advocacy for desired deep-learning approach and the traditional ideology of rote learning for exams. (As Provided).
Anmerkungen	Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01