Facilitating EFL teachers' professional development through CLS of English literature instruction. Issue 2 (14th March 2022)

• Record Type: Journal Article
• Authors: Zhang, Huaqing; Luo, Shaoqian
• Is Part Of: International journal for lesson and learning studies. Volume 11:Issue 2(2022)
• Page Start: 60
• Page End: 72
• Publication Date: 2022-03-14
• Subjects: Teacher professional development -- Chinese lesson study -- English literature instruction -- Curriculum reform; Education -- Study and teaching -- Periodicals; Teaching -- Periodicals; Learning -- Periodicals; 370.7105
• DOI: 10.1108/IJLLS-09-2021-0074
• Languages: English
• ISSNs: 2046-8253

Abstract

Abstract : 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.