Exploring teacher learning through their Involvement in course design: a case study = Điển cứu về hoạt động học chuyên môn của giáo viên qua việc tham gia thiết kế khóa học
The present study used a case study approach in order to explore how the participation in course design impacts teachers of English as a foreign language (EFL), or how teachers learn professional knowledge and skills during their participation in course design. The study employed teac...
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| Other Authors: | |
| Format: | Theses and Dissertations |
| Language: | English |
| Published: |
2020
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| Subjects: | |
| Online Access: | http://repository.vnu.edu.vn/handle/VNU_123/100087 |
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| Institution: | Vietnam National University, Hanoi |
| Language: | English |
| Summary: | The present study used a case study approach in order to explore how the participation
in course design impacts teachers of English as a foreign language (EFL), or how
teachers learn professional knowledge and skills during their participation in course
design. The study employed teachers’ narratives as the data collection method and
Activity Theory (Engeström, 1987, 2015) as the theoretical framework. Additionally,
in order to enhance the credibility of the study, document analysis and interviews
with two informants were conducted. The information collected from the relevant
documents and the informants enriched the context of the study and helped the
researcher to elicit more details from the teacher participants. The collected data were
analyzed following the central tenets of the Activity Theory. By positing the study
within the Activity Theory perspective, thereby highlighting teacher learning as a
mediated activity, the study revealed the knowledge and skills the teachers learned
from their participation in the design activity as well as the factors that affected their
learning. The findings of the study indicate that course design can be considered as a
meaningful activity for teacher professional development; however, whether it is
effective depends on many factors. It is suggested that a learning activity could lead
to a good outcome if the following factors are guaranteed: (1) the object is meaningful
to inspire the subject to take right actions, (2) the subject is an agent who is willing
to learn, has abilities to utilize the givens, and practices reflection regularly, and (3)
the mediational means need to be appropriate and sufficient. The study contributes to
the understanding of course design as an activity in relation to the professional
development for university EFL teachers. |
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