Structuring Professional Dialogue through Protocols: A Study among Elementary English Teachers in Taiwan

Autor/inn/en	Chien, Chin-Wen; Teo, Timothy
Titel	Structuring Professional Dialogue through Protocols: A Study among Elementary English Teachers in Taiwan
Quelle	In: Educational Research for Policy and Practice, 21 (2022) 3, S.357-373 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chien, Chin-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-021-09309-6
Schlagwörter	Elementary School Teachers; Foreign Countries; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Dialogs (Language); Teaching Methods; Faculty Development; Classroom Techniques; Learning Processes; Teacher Attitudes; Protocol Analysis; Taiwan + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Learning process; Lernprozess; Lehrerverhalten
Abstract	This study focuses on the integration of protocols into elementary school English teacher's professional dialogue and discusses the influence of protocols on teacher's teaching and learning. Based on the analysis of documents, observations, and interviews, this study concludes that the introduction of protocols to elementary school English teachers led them to discuss their classroom practice and gain professional learning in instructional strategies and student learning during the professional dialogue. However, English teacher's lack of experience in using protocols led to interruptions during the professional dialogue. Suggestions for effective protocol-based professional dialogue are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01