Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction

Item

Title

Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction

Abstract/Description

Purpose
Against the backdrop of China’s curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes the teacher participant’s professional development (PD) in teacher beliefs and emotions, teaching contents, teaching approaches and learner outcomes.

Design/methodology/approach
This study adopted the CLS approach to explore the teacher participant, Lily’s PD. Three rounds of CLS of short fiction instruction were conducted. Triangulated data including interviews, reflection journals, discussion notes and lesson materials were collected for directed qualitative content analysis.

Findings
The results show that through the CLS, Lily has (1) changed her beliefs about the curriculum and literature instruction, and improved her emotion management and become more resilient and motivated; (2) shifted her teaching focus from forms and facts to meanings; (3) adopted a more learner-centred and inquiry-based teaching approach and (4) received satisfactory learner outcomes including increased learner participation and quality output. The follow-up class observations suggest the sustainability of such development.

Originality/value
This study applies and validates a conceptual framework of teachers’ PD, and establishes the value of promoting curriculum reform and facilitating EFL teachers’ PD through CLS and literature instruction.

Author/creator

Zhang, Huaqing

Luo, Shaoqian

Date

2022

In publication

International Journal for Lesson and Learning Studies

Volume

11

Issue

2

Pages

60-72

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Keywords

Chinese lesson study

curriculum reform

English literature instruction

teacher professional development

IRE Approach/Concept

Chinese Lesson Study

Lesson Study

Primary national context

China

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

2046-8253

DOI

10.1108/IJLLS-09-2021-0074

URL

Official Publisher’s Webpage (Emerald Insight)

Is part of

Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]

Citation

Zhang, H., & Luo, S. (2022). Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction. International Journal for Lesson & Learning Studies, 11(2), 60–72. https://doi.org/10.1108/IJLLS-09-2021-0074

Item sets

Int J Lesson Learning Std 11(2)

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