MASTER OF ARTS INENGLISH DIDACTICSUNIVERSIDAD DE CALDAS, MANIZALES October 29th, 2010
THE PURSUIT OF PROFESSIONALDEVELOPMENT THROUGH A TEACHER STUDY GROUP (TSG) Dolly Ramos G and John Ariza
TABLE OF CONTENTS• 1. Introduction• 2. Purpose• 3. Description of the setting• 4. Research Question and Objectives• 5. Theoretical Framework• 6. Methodology• 7. Findings• 8 Conclusions• 9 Pedagogical Implications
Statement of the problem collaborative learningProfessional TSGdevelopment reflective teaching
RESEARCH QUESTIONTo what extent can a TSG affect Englishteachers’ professional development? What are teachers’ perceptions about TSG?
Theoretical Frameworkng and Professional Teacher Studyant theories Development Group the thesis is Reflective Collaborative Teaching Learning
Teachers either through theoretical or experiential knowledge build upon their previous knowledge. (Wallace, J 1991) Reflection/ re evaluation of teaching, empowersProfessional teachers to become problem solvers and decisionDevelopment makers by linking theory, practice with their students’ results. (American Federation of Teachers 2002). A group which comes together voluntarily in order to share and enhance understanding about theory and practice. (Birchak, Connor, et al, 1998)Teacher Study It is a specific type of professional development which is Group collaborative in nature. The benefits are empowerment, collaboration , fulfilling needs and examining teaching and learning. (Cayuso, Fegan, & McAlister, 2004).
A group which comes together voluntarily in order toCollaborative share and enhance understanding about theory and practice. (Smith, B. L., & MacGregor, J. 1992). Learning Direct interaction between equal partners who voluntarily work together toward the same goal. (Friend, M., & Cook, L. 1992). Actively and carefully examines beliefs or knowledge and their respective foundations. Reflective Dewey, J. (1933). Teaching Practice and reflection are symbiotic in order for professional development to occur. (Wallace, J 1991).
Type of Research Case study(Feagin, Orum, & Sjoberg, (1991) Qualitative Approach (Merriam 2002)
Participants Researchers’ Roles• 10 participants• Foreign Lg institute • One was a balanced• 2 woman 8 Men participant• Different Course • External participant• Different academic background
Context and SettingPublic University in PereiraForeign Language InstituteFounded in 2000English course for ss at University level12 C Technologies/ 16 C UndergraduatePET