Teacher Study Groups as a Vehicle to Strengthen EFL Teachers’ Professional Identity and Voice
Title
Teacher Study Groups as a Vehicle to Strengthen EFL Teachers’ Professional Identity and Voice
Teacher Study Groups as a Vehicle to Strengthen EFL Teachers’ Professional Identity and Voice
Keywords: collaborative teacher study group, Non-Native Speaker of English
Authors
Hui-chin Yeh
National Yunlin University of Science and Technology in Taiwan
Hui-chin Yeh
National Yunlin University of Science and Technology in Taiwan
Bio Data
Hu-chin Vicky Yeh is an assistant professor in the Department of Applied Foreign Languages at National Yunlin University of Science and Technology in Taiwan. Her research expertise centers on EFL teacher professional development, collaborative learning community, and computer assisted language learning. She has a Ph.D. in Language Education from Indiana University
Abstract
NNSs (non-native speakers) of English who are EFL (English as a Foreign Language) teacher candidates have long experienced isolation, frustration, and exclusion in the process of learning to teach English in U.S. graduate programs. Collectively, six EFL graduate students, the researcher included, formed a collaborative teacher study group allowing the group to reflect on and theorize about knowledge and strategies for approaching English teaching and learning issues. This teacher study group effectively tore down the walls of isolation by supporting each other in the process of teacher professional development and providing each other with constructive suggestions concerning future teachers’ inevitable confusion, frustration, and struggles in the TESOL profession.
NNSs (non-native speakers) of English who are EFL (English as a Foreign Language) teacher candidates have long experienced isolation, frustration, and exclusion in the process of learning to teach English in U.S. graduate programs. Collectively, six EFL graduate students, the researcher included, formed a collaborative teacher study group allowing the group to reflect on and theorize about knowledge and strategies for approaching English teaching and learning issues. This teacher study group effectively tore down the walls of isolation by supporting each other in the process of teacher professional development and providing each other with constructive suggestions concerning future teachers’ inevitable confusion, frustration, and struggles in the TESOL profession.
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See pages: 50-73
[/private]Category: Main Editions, Volume 7 Issue 4
