Cargando…
A myth in language teacher learning: Lesson observation
This study explores the learning process of 32 Chinese senior high school English as a foreign language (EFL) teachers via three demonstration lessons. It was demonstrated via a data analysis of oral reports and interviews that the cognitive activity of “question,” which was considered a significant...
Autor principal: | |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9631424/ https://www.ncbi.nlm.nih.gov/pubmed/36337568 http://dx.doi.org/10.3389/fpsyg.2022.1026833 |
_version_ | 1784823815348420608 |
---|---|
author | Gu, Min |
author_facet | Gu, Min |
author_sort | Gu, Min |
collection | PubMed |
description | This study explores the learning process of 32 Chinese senior high school English as a foreign language (EFL) teachers via three demonstration lessons. It was demonstrated via a data analysis of oral reports and interviews that the cognitive activity of “question,” which was considered a significant contributor to collaborative discussion, was seldom involved in the participating teachers’ learning process, and that the absence of this cognitive activity reduced their learning to individual study of the observed practical skills. The study further reveals four factors that prevented the participating teachers from collaboratively constructing language teaching knowledge based on what was observed: These were (1) their perceived purpose of the modeled lessons, (2) their manner of making meaning, (3) their understanding of observer–observed relationship, and (4) their perception of professional learning. The analysis presented provides important insights for teacher educators to better facilitate in-service teachers of foreign languages learning through observation. |
format | Online Article Text |
id | pubmed-9631424 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-96314242022-11-04 A myth in language teacher learning: Lesson observation Gu, Min Front Psychol Psychology This study explores the learning process of 32 Chinese senior high school English as a foreign language (EFL) teachers via three demonstration lessons. It was demonstrated via a data analysis of oral reports and interviews that the cognitive activity of “question,” which was considered a significant contributor to collaborative discussion, was seldom involved in the participating teachers’ learning process, and that the absence of this cognitive activity reduced their learning to individual study of the observed practical skills. The study further reveals four factors that prevented the participating teachers from collaboratively constructing language teaching knowledge based on what was observed: These were (1) their perceived purpose of the modeled lessons, (2) their manner of making meaning, (3) their understanding of observer–observed relationship, and (4) their perception of professional learning. The analysis presented provides important insights for teacher educators to better facilitate in-service teachers of foreign languages learning through observation. Frontiers Media S.A. 2022-10-20 /pmc/articles/PMC9631424/ /pubmed/36337568 http://dx.doi.org/10.3389/fpsyg.2022.1026833 Text en Copyright © 2022 Gu. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Gu, Min A myth in language teacher learning: Lesson observation |
title | A myth in language teacher learning: Lesson observation |
title_full | A myth in language teacher learning: Lesson observation |
title_fullStr | A myth in language teacher learning: Lesson observation |
title_full_unstemmed | A myth in language teacher learning: Lesson observation |
title_short | A myth in language teacher learning: Lesson observation |
title_sort | myth in language teacher learning: lesson observation |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9631424/ https://www.ncbi.nlm.nih.gov/pubmed/36337568 http://dx.doi.org/10.3389/fpsyg.2022.1026833 |
work_keys_str_mv | AT gumin amythinlanguageteacherlearninglessonobservation AT gumin mythinlanguageteacherlearninglessonobservation |