Dialogic Competence of Primary School English Teachers in Online Peer Coaching : A Case Study in South Korea
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.13 No.2 (2016.05)바로가기
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- 페이지
- pp.72-89
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A274257
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원문정보
초록
- 영어
- As demand for ongoing teacher professional development grows, interest in peer coaching through teacher observations has been on the rise. One hindrance to the successful implementation of peer coaching has been teachers’ general lack of ability to analyze their peers’ lessons and provide useful feedback. We implemented an online peer-coaching program for five Korean primary school English teachers, aiming to better understand the nature of the teachers’ abilities to observe, analyze, and exchange feedback in order to enhance their self-reflection and mutual learning. We found that, in peer coaching, teachers need to (a) engage in internal dialogues using their own knowledge and experience to interpret their peers’ behaviors and intentions (which we refer to as intradialogues) and then (b) verbalize their intradialogues, in the process dynamically modifying and negotiating the content with others (referred to as interdialogues). A qualitative examination of both types of dialogues over a 4- month period revealed the abilities necessary for effective peer coaching. Such abilities, which we call dialogic competence, comprise attitudinal elements and actional elements.
목차
Abstract
Introduction
Literature Review
Peer Coaching: Venue for Reciprocal Learning
Online TPD
Dialogic Competence in Peer Coaching
Methods
Participants
Procedure
Analysis
Findings and Discussions
Research Question 1: What Are the Components of Dialogic Competence?
Being aware of one’s own bias in observation
Non-egocentric participation and consideration for peers’ feelings
Openness to change
Dialogic competence: Progression along the monological–dialogical continuum
Research Question 2: What External Factors Influence Dialogic Processes in Online Peer Coaching?
Anonymity: Providing a safe zone for dialogues as well as potentially limiting meaningful dialogues
Criticalness: Being contextually defined and influenced by teachers’ L2 proficiency
Conclusions and Implications
The Authors
References
키워드
primary English peer coaching professional development English as a foreign language competence dialogue teacher education online training English only저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.13 No.2
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