Development and application of an instructional model for consultant team-based elementary English consultations

Abstract

This study aims to develop a model for consultant team-based elementary English consultations (CTBCs). It also investigates how client teachers and consultant teachers were affected when this model was applied. The participants include four consultant teachers and three client teachers. The data include interviews with each participant and the consultant-researcher’s consultation logs. The data were analyzed qualitatively using content analysis. The model of CTBCs was developed in the preparation, implementation, and evaluation stages. A consultant team consists of two consultants with one working at the same school as a client teacher and the other at a different school. Four consultants were assigned as three teams in pairs. The effects of CTBCs on the participants are as follows: (1) The innovation of the consulting process maximized its impact on lesson improvement, specifically through helping lesson planning and analyzing videotaped rehearsal lessons. (2) The clients were provided with diverse and refined consultations due to the consultants’ collaboration. (3) CTBCs helped improve clients’ lessons by identifying some problems in English lessons, making discussions, and solving the problems. (4) The model of CTBCs promoted the consultants’ confidence and expertise. This study provides teachers, teacher educators, and policy makers with important implications regarding English lesson consultations and English teacher education.