Integration of Technical Vocabulary into Peer Observation of Teaching for Taiwanese Elementary School English Teachers' Professional Learning

Autor/in	Chien, Chin-Wen
Titel	Integration of Technical Vocabulary into Peer Observation of Teaching for Taiwanese Elementary School English Teachers' Professional Learning
Quelle	In: Education 3-13, 47 (2019) 2, S.176-190 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2017.1420672
Schlagwörter	Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Faculty Development; Teacher Effectiveness; Language Teachers; Foreign Countries; Elementary School Teachers; Teacher Attitudes; English for Special Purposes; Language Usage; Knowledge Level; Vignettes; Case Studies; Taiwan + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language teacher; Sprachunterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Sprachgebrauch; Wissensbasis; Case study; Fallstudie; Case Study
Abstract	This study explored the integration of technical vocabulary into pre-observation conferences and its influence on English teachers' professional learning and discussion in their post-observation conferences. The conceptual framework based on Harvey [2011. "A Sociocultural-Theory-Based Study of the Impact of Mediation During Post-observation Conferences on Language Teacher Learning." Unpublished doctoral diss., University of South Florida] and Goe, Biggers, and Croft [2012. "Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning." Denver, CO: National Comprehensive Center for Teacher Quality] was used to analyse the questionnaire, audio recordings, and documents collected in seven peer observations of teaching in Taiwan. This study has two major findings. First, English teachers regarded the technical vocabulary as stimuli for their professional learning; however, the range of technical vocabulary used during the post-observation conferences was limited. Second, three major factors affected their use of technical vocabulary. A new model was proposed in order to effectively integrate technical vocabulary into peer observations of teaching for elementary school English teachers' professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01