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Forming a change environment to encourage professional development through a teacher study group
ARTICLE

, National Kaohsiung First University of Science and Technology ; , National Yunlin University of Science and Technology

TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study is grounded in the context of English-as-a-Foreign-Language (EFL) teacher education in Taiwan and aims to promote the potential of teacher study groups. The Interconnected Model of Teacher Professional Growth provides a framework to design this teacher study group and to analyze the learning process as experienced by the participating teachers within the collaborative inquiry. The study illustrates the group's learning process by characterizing the major patterns of the teachers' changes in beliefs and practices. The results support the claim that the design of the teacher study groups plays a major role in shaping various sequences of teacher change.

Citation

Hung, H.T. & Yeh, H.C. (2013). Forming a change environment to encourage professional development through a teacher study group. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 153-165. Elsevier Ltd. Retrieved May 31, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.009

Keywords